Hacking The Education Discussion
How exactly do we as educators "hack" everything we've learned about schooling to bring about civic action and engagement in the classroom?
"To be a good liberating educator, you need above all to have faith in human beings. You need to love. You must be convinced that the fundamental effort of education is to help with the liberation of people, never their domestication."Let's take a second to unpack that word, domestication.
This is a really powerful description of the current education system when we really stop and think about all we've learned about the real function of schooling. And we can recall how we talked about ways in which functionalism rears its ugly head in schools with hidden curriculums, ability grouping/tracking, and the school to prison pipeline.
***Raise your hand if you remember when we spoke about Functionalism in Human Diversity last fall---🙋🙋🙋🙋***
Garcia and O'Donnell-Allen introduce a new concept to us when they invite us to become Teachers as Hackers in a model they explained with three key aspects:
- vulnerable learning,
- connected learning/students as makers,
- and teachers as makers and designers of innovative curriculums.
Taking some notes from the grassroots Maker Movement, providing students with spaces where they feel comfortable enough to embrace their passions with the help of their peers and friends not only gives them a sense of ownership over the topics at hand, but also a sense of community. This concept was one of my biggest takeaways from this chapter because it seems so simple, yet so vastly effective. I recognize that not everyone works well in groups, but giving students opportunities through connected learning with their peers by their shared interests and a shared purpose allows them to embrace new and inquiry-based classroom dialogue.
We continue to ask ourselves about how we will embrace this new dialogue in a world where we know teachers are constantly constrained with Common Core Standards and continuous state testing. So how exactly do we mold these concepts into our curriculums when we have standards to meet? I think the biggest key is remembering what we've talked about before, by building relationships with our students. Building meaningful relationships with them, so that we can embrace their individualities and recognize them as experts of their own knowledge. Opening up to them by being vulnerable learners ourselves is huge. In this way, we cultivate a classroom where students develop the knowledge themselves and guide their learning by allowing students' interests to drive the topics and discussions in the classroom setting. Bringing the digital world into the classroom can be a powerful tool to help relate student's interests while checking off standards in reading and writing. I like the example given in the book of Mr. Hougardy's class and his one word he challenged all of his students to notice in his classroom every day: THINK. Even just asking them to visually see the word every day left the students empowered and ready to focus in an intellectual environment.
"Cindy and her peers found Mr. Hougardy's class to be a vibrant academic mecca-one of the few spaces in the school where questions were taken seriously, and it was okay to ask them." (Garcia, O'Donnell-Allen, 2015)
One major way that we can build on to hacking the current curriculums with relevant topics and innovative classroom activities is by opening up a platform where students can find a cause for civic action. Engaging your students in what it means to be a citizen and introducing them to an increasingly important topic like civics is incredibly significant in the political climate we currently face as a nation. Bringing civic engagement into the Language Arts classroom can help build student's critical consciousness by showing them that they have the power to enact change in areas that concern them both personally and within their communities. (👋 hey hey Gloria Ladson-Billings 👋) I found it interesting when the book mentioned that some states don't require civics courses to graduate. Out of 50 states, only 36 require civics to graduate, and only 19 require a civics exam. (www.edweek.org) Check out the graphics on Education Week to see the state by state breakdown. I recognize that this might not trouble some folks, but it troubles me. If we want children to become involved in enacting personal and social change for themselves, shouldn't they understand their rights as citizens and the roles of government in America? (Or is this really just another way for the dominant culture to perpetuate existing socioeconomic structures? 💥)
Personally, I believe that the English Language Arts classroom is the best platform to welcome vulnerable learning by allocating time throughout the day for students to write personal essays on issues that matter to them, to create examples of songs or spoken word, or to band together with their fellow classmates to fight for changes happening in their community. Brave New Voices is a spoken word festival brought organized by Youth Speaks Inc., a national organization dedicated to "creating safe spaces that challenge young people to find, develop, publicly present, and apply their voices as creators or positive societal change." (www.youthspeaks.org)
These three students from the Los Angeles Team have put together a riveting performance of their view on the education system in America. And what how we really interpret the things we are taught. Give it a listen:
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How do you think vulnerable and/or connected learning will take shape in your classroom?
Did you feel that these readings provided useful examples of ways in which we can be culturally sustaining educators?
Emma Quintin
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Garcia, A., O'Donnell-Allen, C. (2015). Pose, wobble, flow: A culturally proactive approach to literacy instruction. New York, NY: Teacher College Press.
Jones, S., Baker, L. (2018). Data: most states require history, but not civics. Education Week 38(10). Retrieved from: https://www.edweek.org/ew/section/multimedia/data-most-states-require-history-but-not.html
(2019). Youth Speaks FAQ. Retrieved from: https://youthspeaks.org/faqs/
Nice Points Emma! The political system, Civics, and How the Government works are all things I could have learned from a teacher the hack the system. Unfortunately, I have learned more out of school than in school about the election process and government policies.
ReplyDeleteHacking Civics should be the title of the course that all students engage in during their high school career. High School is hard enough, but I did not make it through a day of Civics class without being sent to the principle’s office. The teacher’s insecurity did not help much; he had a lazy eye, I was not paying attention when he asks me a question. He did not like it when I said: “Oh, are you talking to me?” Amongst, the laughter from my classmates, I could hear: GO TO THE PRINCIPLES OFFICE, NOW!! Well, let’s say I did not learn much that day or year. I believe I earned an F in that class. (The scary part is I still remember his name Boris Van York, and yet I cannot recall my second civic teacher's name, hmmm).
If I had a teacher that hack Civic like Mr. Hougardy hack science, I would have had a better foundation to build my political views. By “established that anyone, students included, could become more expert by exercising the iterative processes that scientists use to make sense of the world: inquiring, observing, reading relevant texts, writing to understand, collecting and analyzing data, acting on their newfound knowledge, then inquiring once again” (Page 35) through being a vulnerable teacher. My outcome would have been a vulnerable learner in such that I would have engaged in lively discussions and learning.
To my recollection, I have not been part of a connected learning environment. I have been part of many islands during high school and college. This “sweet spot where youth interests, peer culture, and academic needs intersect” (page 42), have only been experienced through this graduate degree. Opening the professor are talking about how the courses are working together for outcomes and shared learning experiences. The closest I came to this experience was when a course built upon another course such as Accounting 1 and 2, Intro to Marketing and Marketing. A teacher the hacks together builds connected learning, and uncreative teaching builds better students and community members.
Let’s get out there and HACK together!
Jay- I actually find it interesting that you mention taking multiple civics courses when it doesn't really seem like students now even have the chance of taking just one class. Although the reading does mention that Civics as a course might be disappearing, the lessons about citizen rights and our democratic structures are instead molded into Government or History courses. I agree that we definitely have a more connected learning environment among our class! Does anything stand out to you about what you've learned so far as a connected learner that you feel will spill over into your own classroom?
DeleteJay, I feel like your civics experience mirrors that of many students. If they took a civics or government class (which looking at the Education Week graphics, not many do), their goal was simply to pass so they could graduate. Often, civics is a fact-based, test-driven course. Students learn how the government works, a few key Supreme Court cases, and are encouraged to vote once they’re old enough.
DeleteAlthough my experience with civics was better than yours, Jay, it still didn’t ‘hack’ into what civic action could look like. We researched some topics deeply, such as landmark Supreme Court cases and the process of a bill becoming a law, but we were never encouraged to see ourselves anywhere in the process. We still had vocabulary lists and multiple choice tests. We never talked about applications outside of the classroom. I imagine this is a common experience, extending to other courses as well.
If civics courses are taught traditionally, the teacher is the expert and controls what information is given to the students and how they interact with it. It’s not surprising, then, that students are not interested in politics and don’t know how to get involved. All of their experience with civics has been lectures brokered by an adult.
I agree that we need to hack the system and change how civic engagement is seen and taught.
Great post Emma! I really like your point about the Language Arts classroom being the best place to welcome vulnerable learning. Personally, I always felt like Language Arts classes were the places where I felt like I could express myself and my feelings/beliefs. Whether expressing myself was through personal writing or engaging in conversations with the class, it always seemed like the class where the teacher was "hacking" and I could actually have meaningful conversations about the world. This quote about connected learning from Pose, Wobble, Flow shows how important peer collaboration is. "Connected learners collaborate and share resources with peers and others and often use digital tools to leverage their learning...By drawing on and expanding youth knowledge and expertise, it intentionally incorporates academic learning and civic engagement." (Garcia, O'Donnell-Allen, 42). Being able to pursue a personal interest with the support of peers is key to academic achievement and civic engagement.
ReplyDeleteI also really like your point about bringing civil engagement into the classroom and opening up a platform for this to occur. Your quote "Bringing civic engagement into the Language Arts classroom can help build student's critical consciousness by showing them that they have the power to enact change in areas that concern them both personally and within their communities. (�� hey hey Gloria Ladson-Billings ��) " is really important because when I was in school I never felt like I had the power to change anything because I was young. Opening up a platform and helping build your students critical consciousness is SO important because many young people, especially young people of any minority, feel powerless and their voice isn't heard. Giving students the opportunity for civil action is the first step in creating the change they want to see.
Yes! It does seem pretty obvious how English Language Arts can pave the way for self expression in so many forms, and I definitely agree with you that it was the class I felt I could express myself too! It's funny how much we can now remember the various ways that our teachers might have "hacked" their curriculum even if we didn't quite call it that. Its kind of common knowledge that parochial schools don't always teach evolution, right? But I learned about it thanks to a 6th teacher who felt we should learn about more than just Creationism! And you are so right, we can't bring about civil action alone, so many times change is brought about when many voices rise up together. Did any of the examples given in the text about how you can bring civic action into your classroom really stick out to you? Any that you feel confident you might be able to bring into your own classroom?
DeleteThis was an insightful post, Emma! It never occurred to me that so many schools don't require a civics course. I've spoken to many adults who have no interest in politics. This always shocks me, because in my opinion it should be something everyone is interested in or at least aware of. I think that to be ignorant of what's going is a form of relinquishing control and giving up your voice. In Bomer's article, he states that, "when students write, make documentaries, or compose multimedia events, the school default position is typically to assume that the audience is school itself: the student writing as student for the teacher. If instead, the student is recognized as a member of a community and that world outside the school is understood as the audience [...] then the text would probably need to look different" (Bomer, 2017, 14). I liked this quote because it acknowledged that students aren't in school to receive a grade from a teacher. Rather, they're there to learn things they can apply to the world outside of school. However, if we don't teach them to engage with this world, then they're more likely to become ignorant, apathetic adults.
ReplyDeleteI do think the readings provided some useful examples of how to apply culturally sustaining pedagogies in the classroom. I also appreciated the example of Mr. Hougardy's class. I read an article last semester that pointed out that most teachers will ask a question but not give sufficient time for students to answer it. Teachers are afraid to have the awkward silence that follows after a question is asked and no students respond. However, as uncomfortable as that sounds, it's critical that we give students the time to answer otherwise they won't be motivated to think for themselves if we automatically give them the answer. Reminding students to "think" seems obvious however, it's not something that occurs as frequently in a school system that emphasizes memorization and lecture.
Addy- you bring up some excellent points yourself! Especially about allowing for dreaded silences after a question has been posed in class, so students can have time to think, but also so we don't continue to give out answers and give them the opportunities to form their own opinions and answers to difficult questions. But also so we can show them that vulnerability in the classroom is powerful and scary, but necessary for learning. The book also brings up a valid point from an example of another high school English teacher, Nicole Mirra, when Nicole states, "althought vulnerable learning can be 'a scary process, ...it can also be really transformative and powerful and amazing.' She emphasizes that relationship-building, modeling, and patience were key methods she drew upon..." (Garcia, O'Donnell-Allen, 2015, 37) And here we are, pointing out the importance of relationship-building again, which I agree is the foundation to any successful relationship between teacher and student.
DeleteThanks for your comment, Addy!
Addy, I appreciate your thoughts on being civic-minded and being aware of what is happening. It is a challenge for me, though. For most of my life, I haven't paid much attention to politics. I don't think this makes me ignorant or that I am "relinquishing control and giving up [my] voice". I just haven't paid much attention (I think this comes from concentrating more on my family than the world around me...dealing with death early on) and being civics-minded has never been directly modeled to me.
DeleteI think this is why it is crucial for me to change this about myself - if only to model true citizenship to my students. I can't teach active involvement in the community without first knowing about it and being involved, myself. Thanks for helping me realize my "comfort zone" and where I need to push myself towards my "learning edge" (Garcia, O'Donnell-Allen, 2015, 37).
I really enjoyed your blog post, especially the video you’ve attached. One of the big things I took from the reading was the idea that vulnerable learning is not only essential for schooling but essential for one’s individual and personal growth. I remember being in high school, trying to figure out who I am as a person and what beliefs I have and feel passionate about, but not having a space to express that vulnerability. I agree that the language arts classroom is the best place for vulnerable learning as we are able to dive into who we are and what we believe in through writing, reading, and many different modalities of literature. Furthermore, I think it is critical for teachers to set an example of the mindset that we are all active learners “who question and transform [and] recreate the way we see ourselves, our education, and our society” (34). Growing up in a traditional and fundamentalist school system, I have learned to view teachers as the expert and my job is to take in the knowledge they provide me with no questions. Through this course and our courses last semester we understand that in order to be a successful educator we must create relationships with our students and come off the imaginary soapbox created by the system. This concept reminded me of that discussion and exercise we did last semester where we set up our ideal classroom and talked about how having the teacher’s desk in the center of the classroom limited the student’s community growth and put a barrier between the student and the teacher. Creating a vulnerable learning atmosphere breaks down those barriers and allows for students and teachers to engage in an inquiry-driven learning process together.
ReplyDeleteI also really enjoyed your thoughts on civic engagement and the teaching of civics in school. I attended high school in California where a civics or government class was required, it was very relaxed and mainly focused around memorization and not real-world events. The only exposure to real world events was the requirement to sit in on one city hall meeting which wasn’t very exciting or engaging. I gained more from a social studies class in middle school than I did in my high school government class. I agree with you that a language arts class would be a great place to bring in civic engagement by allowing student to critically analyze the events that are happening in their community. The idea that not every state requires students to take a civic class baffles me. How are we supposed to make informed decisions and be well-contributing citizens without knowing how the government works? I would especially encourage hacking within civics classes and language arts in order for students to engage in critical consciousness and “understand what our situation is, and how we can fiddle with it, in order to improve it” (33).
Thanks for such a thorough response Sam! Wouldn't we think that a class such as civics would have more importance for the people who believe children are there to learn to be functioning members of society? It seems like the significance of these courses fall through the cracks. Once you've learned about the establishment of the three branches of government, then what happens? I always felt like we were relearning the history of the United States starting with the Revolutionary War over and over again. What happens after that? What about the other Presidents who aren't as famous, and what did they accomplish during their Presidency? What about local government?
DeleteI feel like civics should go so much more beyond that if we're going to bring the relevancy of government into the classroom and make it relatable for the students in our class. If they hear from their parents or peers that their vote doesn't count or it doesn't matter if they vote or not, how do we show them ways in which it does matter and does make a difference in their lives?
I want to piggy-back on your thoughts of "domestication" and the quote you provided: "You must be convinced that the fundamental effort of education is to help with the liberation of people, never their domestication". First, looking inward, my hope in entering education was to teach. To help each student have their "light bulb" moment. To help them understand how to add/subtract, read/write, etc., and when they finally do, rejoice in that moment. I am realizing that goal is very narrow: The purpose of teaching, and therefore of education, shouldn't be ensuring the passing of mainstream (whitestream) knowledge, but to liberate our students and their thinking. "We shouldn't be putting them to sleep, we should be waking them up to what they have inside themselves." - Sir Ken Robinson, Changing Educational Paradigms. (Should you want to listen/watch this incredible TED talk, it's well worth your time and completely applies to your point! https://www.ted.com/talks/ken_robinson_changing_education_paradigms)
ReplyDeleteSo, how do we wake them up? How do we hack the current system? I think it all begins with a perspective change in our selves. Before we can take a different approach to teaching, we have to first realize, just as I am now, that there is MUCH more to teaching and educating. It is far more than memorization, facts, and concepts. It is truly knowing our students and helping them know themselves through the learning process (literacy, math, and science), and sustaining their culture throughout.
Personally, this overwhelms me. Perhaps because I am a step-by-step person and big picture ideas overwhelm me. How do I make this big picture idea more manageable? What are some concrete methods of engaging civically in an elementary school literacy setting? I know that teaching will involve many moving parts, but I'm beginning to feel like I don't know where to start.
Oh my gosh Priscilla, I agree, it's definitely overwhelming! The more and more we talk about all of the things that teachers have to deal with, it seems like we'll never find the time to make sure that we're applying everything we're learning from these classes! But I feel like when I really sit down and think about it, I think it does come from small steps. From the daily monotonous steps. Classroom goals and the curriculum you're teaching are big picture ideas, but ones that can be broken down. I feel like hacking the system starts on the first day. By giving the platform over to the kids and allowing them to run with topics or allow them to direct the conversation, but with your help and guidance that stems from the fact that you will keep that big picture in mind. And keeping your teaching buddy close so you can have someone to help you if you feel overwhelmed is so important I think. I appreciate your vulnerability and from what I'm taking away from these readings is that being vulnerable is also important! I want to point out the text here, when it mentions the high school English teacher Nicole Mirra, "I feel like I always had to start with relationships and trust-building and allowing myself to be vulnerable" (Garcia, O'Donnell-Allen, 2015, 37).
DeleteCivic engagement in our country leaves a lot to be desired. Schools largely do not do a good job of engaging students with our political process. Usually political discussions are discouraged. I thankfully had a positive experience in high school. My government teacher did a good job of gaining our interest by sharing sordid stories of misdeeds and political scandals from the past and asked us how we would be personally affected if those events occurred in our time. We had to write essays every week about current political topics or events. I have always been interested in politics. I think that the disinterest many people exhibit for politics is a reflection of their privilege. It is easy to look away when the decisions of those in power do not seem to affect you. As educators, we can take cues from our students. They may have concerns about how current events will affect them or shape their futures. If we have created classrooms with connected learning environments, we have created safe spaces to address these concerns. We can do this by getting to know our students as individuals and valuing the knowledge they bring to the classroom. By exploring and discussing political events we can model how to listen to opposing viewpoints and disagree respectfully. We can facilitate discussions that empower them to identify ways in which they are oppressed and what they can do to overcome systemic inequities. It is important to listen to students and address issues that are relevant to their lived experiences.
ReplyDeleteYes! Amber! You bring up some great points! I love that government had a positive impact and one that has drawn you to pay attention to politics more than others. I like that you bring up how "It is easy to look away when the decisions of those in power do not seem to affect you." I definitely agree! It's easy to not think that others are being oppressed if you feel like you aren't being affected by those things. Or I've heard people say that "we're all out here struggling together, so why is their struggle any worse than mine?" My immediate thought when I read your statement was, and also how about those who feel like they have been systematically oppressed by the powers in office and don't think their voice/vote matters? Which is also why I will say that I love all of your ending suggestions. Creating a safe space out of an environment based on the connections and relationships students develop among themselves and with you as the teacher, paves the way for proactive class discussions where all viewpoints are valued. Thanks for your comment!
DeleteGreat post Emma! You brought up so many good points. I like how you and Pose, Wobble, Flow (34) bring up vulnerable learning. From my experience, there were very few teachers who had a vulnerable learning style. On page 34, vulnerable learning is defined as an inquiry-driven process that engages both intellect and emotion, resulting in impact on the learner and her or his world. Through this vulnerability we learn about our behavior and open our minds to reflection and critical thinking. I can’t help but think about the emotion involved in vulnerable learning and realize how important it is for our students. Our teachings need to impact students’ feelings. Without bringing emotion into the classroom, we will see the same reluctant learners and the same results in our schools. I know all students experience different emotions at different times and everyone is unique. I believe I experienced most of my vulnerable moments through sports. Unfortunately, I don’t recall having a teacher who really pushed me to think critically and involve my emotions in the subject. Every assignment just seemed to have a task-oriented type feeling. Looking back, I definitely feel like I was short-handed when it came to my educational experience.
ReplyDeleteYou’re definitely right when talking about how civics isn’t getting enough or any recognition in the classroom. I remember taking one government class in high school. The only reason is because it was required. Not enough students understand their individual rights and liberties. Social activism can’t begin without understanding the purpose of what we are fighting for.