Put Your Critical Lenses On
by Lauren Creek
“Critical educators hope that students will come to critique not only the texts they read but also the subjects they study, the media messages they watch and hear, the things that happen in the classroom and the world (Bomer & Bomer 51-52).”
“To involve children in critical conversations about the books they read or about the world they live, the teacher has to be a critical observer of the word and the world as well (Bomer & Bomer 45).” I believe that Bomer & Bomer have laid out quite a few incredibly useful tools and practices for students to use to become critical observers of the texts they encounter in the classroom. This is a great start to get our students practicing and growing their critical analysis. As a future teacher I also want my students to be able to translate the practice into the world they live, and to do that I need to be using a critical lens when I’m viewing the world.
In today’s society I think being critical observers of the world has become increasingly difficult. We have several news stations that are literally on a 24-hour news cycle reporting the same stories over and over ad nauseum just to fill the time. Most of our news sources are incredibly polarized and many people are getting their sole information from social media outlets like Facebook and Twitter which as you’ll see can be potentially problematic. I find this particularly difficult because a few years ago I was constantly being inundated with bad news. I was getting multiple alerts on my phone per day always carrying news of a tragedy. Then I would spend hours in an internet hole consuming any and all information I could about these events. Before long I was completely drained mentally and emotionally and decided to stop consuming news altogether. However, now that I’ve been in this program and want to be a teacher, I realize I have to know what is going on in the world and have a thorough grasp of the issues.
While attempting to dig deeper on how we as adults can become critical observers, I came across this idea of “echo chambers” several times. The basic idea is that we situate ourselves so that the only information we are receiving reflects or “echoes” our own beliefs. We can choose to only listen to news stations, radio shows, podcasts, etc. that are in line with our beliefs and values. Also, the social media sites where we are getting a lot of our information from use algorithms that record our internet habits and only feed articles, stories and pictures that are similar to what we’re already looking at and searching for. This becomes detrimental because we aren’t exposing ourselves to opposing ideas or viewpoints. This video goes into more details about how echo chambers affect our information intake.
When we are only reading, watching, and listening to views and opinions that correlate to our own we are doing ourselves a disservice. Bomer & Bomer point out that, “One of the most useful and rewarding aspects of talking with others about a book is that it adds perspectives and interpretations you haven’t seen on your own (49).” Especially with growing number of incredibly divisive issues in our country it is increasingly necessary that we are engaging in productive conversations with people who think differently than we do, as well as taking in information from sources that take an opposing viewpoint. The article “How to Facilitate Productive CQ Conversations” by David Livermore, PhD as some interesting insights on having conversations with those that think differently than you.
· How can we make sure we are being exposed to a variety of sources, not just those that affirm our own views?
· What are other ways we as teachers can be critical observers of the world?
· If you are like me and have removed yourself from the onslaught of news for some time, how do you reintroduce yourself to the media? Especially with the innumerable resources available to us.
· How do we prepare our students to be smart consumers of the news and media?
References
Bomer, R., & Bomer, K. (2001). For a Better World: Reading and Writing for Social Action. Portsmouth, NH: Heinemann.
Jackson, H. [Today]. (2017, July 2). In A Divided Country, Echo Chambers Can Reinforce Polarized Opinions | TODAY[Video File]. Retrieved from https://www.youtube.com/watch?v=I98jjGlg6tU.
Livermore, D. How to Facilitate Productive CQ Conversations. Cultural Intelligence Center. Retrieved from https://culturalq.com/how-to-facilitate-productive-cq-conversations/.
Great post Lauren! On page 46, Bomer and Bomer make a point about how "children need to know how to have good conversations that build on and follow a line of thinking." I think this is really important because having productive conversations, especially about critical questions is a skill that needs to be practiced. Many adults have difficulty discussing critical questions and accepting a diverse or different opinion than their own. By teaching young children how to properly have these discussion, will make for a better democratic future.
ReplyDeleteI am someone who relates to one of your questions. I am someone who has removed myself from the onslaught of news. I do know that as a critical educator, I need to be aware of the news. When it comes to the news, I have always been a cynic and have felt that there is a bias one way or another. I have the same question as you, how do I reintroduce myself into the news media world and find sources that aren't echoes and biased? That's the hard part. As of right now in this political climate, I think it is extremely difficult to find sources without some bias. I feel like all I can do is find resources and to critically analyze them. I try to think critically about any situation or news article, but it is especially important in today's world where many people find their information on websites that echo their own personal beliefs without showing the other side.
Will thank you for your response! I also found the section where Bomer and Bomer about teaching our students to practice having productive conversations, and when they showed examples of conversations these students were having in the classroom I was really impressed by how engaged the students became. I love the idea of this being a practice and that we can all start from different places and practice tools that build on each other to make this habit our students can use for life.
DeleteI'm relieved that it seems I'm not the only one who struggles with reading/watching the news and selecting sources that are beneficial for us. I honestly was beginning to feel like I was the only one who didn't know how to do this. I agree that no matter how we go about this we'll have to think critically about whatever we read, watch, or listen to, but I feel like at some point we have to have a base of which to compare it to and I'm not sure I have that yet.
I love the idea of engaging children in critical conversations about the books they’re reading. I was just thinking about this today, when doing reading groups with the fourth graders I was subbing. The books they were reading were fairly outdated and not relevant to their interests. Consequently, I had trouble getting them to discuss the texts beyond the superficial level. Contrarily, the kids were very vocal about any injustices they spotted in the classroom. In an ideal world we could get them to channel that passion into literacy (instead of pointing out when their classmate is eating candy 😂). As Bomer and Bomer state at the end of the chapter, “reading isn’t really finished until we take social action in response to it (p. 57). My goal as a teacher will be for my students to get something out of what they’re reading. If they learn to think about the books they’re reading critically, this will translate to how they perceive things like the news as adults.
ReplyDeleteI’ve also been guilty of being consumed by an internet/news hole. I think it’s important to have a balance between being aware of what’s happening, and not letting the negativity consume your life. Rather than always listening to the same media outlets, I think it’s also critical that we look at varying voices that aren’t always represented on mainstream channels. The podcast had some great suggestions for websites and people to follow on social media. I hadn’t heard of many of them, but they offered new insight that I wouldn’t have received on a CNN or Fox News.
Thank you for sharing this experience, Addy! I agree that my goal would be for our students to be able to have that same passion for literacy as they do for pointing out when their classmates are breaking the rules! Again when we read about these ideas and game plans it sounds so great, and we think "yes, my students are going to be critical analyzers and constantly having these deep productive conversations!" However, until we actually get into a classroom and begin implementing these ideas for ourselves I think it's easy to underestimate how challenging this will probably be. Hopefully, if we keep working at it and are finding materials to spark an interest in our students we will eventually get there!
DeleteGreat Post Lauren! Getting students to look at the world and texts with a critical lens definitely makes me nervous. I’m hoping I can get them to see the other side on topics and events. Bomer and Bomer puts it well for our goal as teachers, “We want them to learn that texts always encode cultural values and that it’s possible for readers to step back, weigh these values on the balance of their own experience and knowledge, and sometimes reject the version of the world encoded in what they have read. (pg. 51)” With children having limited perspectives on the world, this would be the right time to have them question and use inquiry to figure out their own feelings by asking questions.
ReplyDeleteThe segment on echo chambers resonated with me on a personal level. Just like your definition, Wikipedia defines echo chambers “as a metaphorical description of a situation in which beliefs are amplified or reinforced by communication and repetition inside a closed system.” Politically, my wife and I are on completely different ends of the spectrum. I can honestly say we are both guilty to a degree of being stuck inside our own personal echo chamber. Especially in today’s world where people are divided and tend to see one side as evil and one as good. I’m not saying my view is better than hers but its just different. She rarely ever sees the other side of views and it tends to make her frustrated even to attempt to watch it. On the flip side, when her shows are on tv I tend to leave the room. Thankfully we know how to make our marriage work despite on different viewpoints. The isolated means of information is making the general public pick sides. People want to be around other people that think like them. This is making it harder and harder to see opposing viewpoints. Being around opposing views first hand has helped me understand the other side, therefore, I feel like it’s important for our students to see both sides.
Lauren, I, like yourself, have removed myself from the news. I may have said this in an earlier reply to another blog, but I think I removed myself because of the constant divide. I'm not saying there must be a full agreement from opposing sides - that's just lunacy. But the respect is gone. Especially when sharing your opinion on news stories/happenings on social media. When someone is waiting in the wings to shout, "You're wrong!", you feel as though your opinion IS wrong, and that your voice doesn't matter. However, because of my disconnect, I have found myself to be in an echo chamber. Luckily, taking our classes has forced me to come out of my chamber and engage through meaningful discussion of difficult subjects. I also would appreciate any tips on sorting through the news sources. I think I will start with Emma's suggestion/email from class the other day (The Media Bias Chart).
ReplyDeleteA good place to begin may be with the chart mentioned above. Perhaps when we encounter a story, we could then try to find the story released by a news outlet that reflects another way of thinking. It may take some work, but exposing ourselves to varying opinions could only lead to broaden our critical lenses.
I also appreciated the ideas/tips in Chapter 3 (Bomer & Bomer). I found it interesting that while Katherine taught her students strategies for critical conversations about their readings, these strategies applied in life. They were taught vital listening skills. They were taught how to disagree respectfully (one of the issues I had before I removed myself from the news). And they kept each other accountable. However, I start to wonder how we will have time to meaningfully tackle each critical issue that presents itself. The classroom example in ch. 3 (p. 45) with Katherine and her students Daniel and Sherrisa, Katherine mentions that they "had "work" to do, a book to read aloud, math, writing, the usual", yet she stopped and took the time to investigate the issue and have a conversation with the class. I'm afraid, because I am a "get our work done" person, that I will have trouble stopping to give adequate time to explore an issue critically. Perhaps I will have more wiggle room, as far as time, than I think!
Thanks for your comment Priscilla! I completely understand your concern about being able to stop and discuss these critical issues when we do have other items that we have to get to that day. Again, I can't even begin to act like I know what it will be like to try to implement these strategies in our classrooms having no true experience with this myself. However, I would imagine that if we try to do this when an especially important or meaningful opportunity presents itself (and probably not stopping your entire lesson every day) we could begin to implement this practice. I think this would be a great question to open to the class, because I agree this would be very challenging!
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ReplyDeleteLauren, I agree with your assessment of the chapter.The reminders for how to talk as well as the conversation activities were useful suggestions for how to begin to facilitate difficult discussions as educators. I read the news and like to keep informed. I feel like we don’t have much choice as future teachers but to be aware of issues that affect students. We will encounter them in the classroom. It is our best interest and that of the students to have informed positions. Just as we are asked to make connections between the various readings to facilitate discussion and a better understanding, we will expect our students to engage in similar practice. As students develop a socially critical lens, they can begin to question how the various isms affect them personally. The examples of conversations between students in chapter 3 of Bomer illustrated how the children saw themselves in each other and the sense of community that was built by their interactions with the texts and each other. Creating a space where students feel comfortable sharing and feel like their voices are heard is a good way to ensure they hear opinions and viewpoints different from their own. It will address the need to prepare our students to be smart consumers of information.
ReplyDeleteLauren, your post speaks to me. I recognize that I have a tendency to get fired up about things I see on social media, or I agonize over whether I should share or post something because of the opposing comments it might draw. I definitely try to stay informed, but I will sometimes just take a mental break and not look at the news because it does become overwhelming. It is ridiculously easy to envelope ourselves in our circles and only read/see viewpoints that we agree with, like the "echo chambers" you mention! I think we've talked about this idea in class before, about how we surround ourselves with like-minded individuals. My friends and I laugh at how many heated and very loud discussions we have, only to realize we are getting fired up about how much we agree with each other! I love the David Livermore article you posted, especially #3, when it says "no single stories allowed," because this is something I've tried to acknowledge when reading stories I see on Instagram or Facebook. The single instances and anecdotal stories that get major hype, sometimes lead to overgeneralizing which then leads to people putting up defenses and walls, and they just stop listening to each other. I think the examples Bomer & Bomer bring up in Chapter 3 shed light on ways in which we can build a safe environment for critical conversation in the classroom. I don't mean to argue against any possible story, or kind of story, that children might bring into the classroom, but even if we are just conscious of the narrative and how it applies to our lives, this can help us listen to these stories with a critical ear, and teach our children to do the same. "We want the stories to open children to the possibilities of freedom. We want the stories to inform who they become. We want children to carry with them into the world the image of how to make peace, how to reject racism, how to help someone who is in trouble, and how to guard the earth" (Bomer & Bomer, 2001, pg 58). These statements in the back of the chapter are a good push for me to want to stay informed and try to keep up with the news, even if I don't always agree with what I'm reading or seeing!
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