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On Jones' Framework and multiple text perspectives:
"all texts are embedded with multiple meanings and one way to examine some ofthose meanings is to peel away the layers through theconsideration of perspective, positioning, and power"

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Lourde,
The question at the end of your post is really good. I would not know how to procede in a situation like that, but I assume we first try to explain the parent about our approach to teach what we teach. 2nd I would seek advice from the principal on what to do next if the parent refuses his child to learn new perspectives on a certain topic.

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I really liked this article because of all the examples it gave on 'how' to implement critical literacy. But what I liked the most were the ideas of how to engage students in working towards social justice.
Many times I feel just like the teacher described at the beginning of this article; I know the 'why,' but I don't know the 'how.' So, I really appreciate all the resources mentioned in this reading.

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Daniela,

I appreciate your post; it makes me very interested in the article! I would definitely say that at least this semester, the language we use has been more acceptable and for me that has shown me ways to incorporate that in my own classroom. And how important it is for my bilingual students.
-Danielle

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Carla,
I had the same reading as you, and I think it's important to remind ourselves constantly that we can't "separate" ourselves from our broken school system simply because we've had the opportunity to critique it. If we're not self-reflecting every step of the way it's very easy to step into the cycle and perpetuate the very systems we once criticized, which I've already seen in myself as an Intern II.

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Something in the article that stood out to me was that critical literacy needs

to be a "deconstructive" and a "reconstructive" project, bringing together insights from critical discourse analysis, systemic functional linguistics, semiotics, critical media studies, and so on, acknowledging and building on their "crucial interdependence”. I liked that in this study, the students made connections to what was going on outside of school and gave them the chance to take control of their learning. -Danielle

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Pam was a student that would refuse to sit on the dirty classroom rug because, as a poor student, she realized her family could not afford to constantly wash her uniform or buy her new ones. Pam challenges the authority of a staff developer by refusing to sit on the rug, and from a traditional viewpoint is simply misbehaving. That's why I like this following quote:
"Pam’s actions affirm her poor and lower-classed identities and seek to disrupt the violence that devalues and erases lower-class perspectives."
By taking into consideration a student's background and many identities, the classroom teacher can not only critically analyze "misbehavior", but figure out how to accommodate the classroom/rules to the needs of the students, not vice versa. I think it is important to frame this as violent, because essentially that's what's happening when we erase or ignore student identities, and why so many students today still feel uncomfortable or unwelcome in school settings.

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Carla,
Me gusto mucho leer to comentario sobre tu articulo. Pienso que como educadores es muy importante reflexionar en nuestros métodos de enseñanza y ser críticos en nuestros propias maneras de enseñar. Cada estudiante tiene su propia experiencia, identidad, y valores. Siento que esto me ayuda a pensar en el articulo de Comber que habla sobre una actividad que hicieron en clase sobre tres deseos, algo que los enoja, y algo que les preocupa. Incorporar la comunidad y las experiencias de los estudiantes es la mejor manera para que los estudiantes aprendan sobre el mundo entre ellos mismos y sus propias experiencias. ¿Como futuros maestros, como piensas incorporar estas estrategias en tu aula?

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Marlen,

I really would like to hear more about your reading during class. Although most of your students choose to go with the Day of the Dead project for class, I would have loved to know what our students would have talked about, a change in their community. I am interested in how the teacher talked about "being the change they want to see in their community." Do you see your self using the activities that the author provided in the reading?

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This reading focuses on the idea of critical literacy. As we may all have experiences, critical literacy is hard to define and every teacher has their own definition in their classrooms. This is what Clarke introduces in the article, that there is no real definition but that there are several methods to help students be a part of the critical literacy, which include deconstruction and reconstruction or materials being read in class. Personally, this reading connected me with our Social Studies class with Melissa, where the teacher in Black ants and Buddhist gives the students both perspectives of Columbus arriving to the United States. The teacher doesn't pressure her view on the students, but allows the students to create their own opinion giving both perspectives and facts of both parties. However, a question I have as a teacher is how far we can go with showing books of different perspectives, if the parent of the student doesn't want their student learning one side or another?

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I really liked this reading because it talked about the different activities the Teacher did to work with the students. The students were able to express their concerns about their local and global problems. Some students were able to relate to the problems, wishes, or fears they have from their neighborhood and this helped the students use their experiences and relate it to the lesson about being advocates to their neighborhood, locally or even globally.

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Luis, se me hace muy interesante que tu articulo compara la literacidad critica con ponerse unos anteojos, exponiéndonos a nuevas/diferentes perspectivas. Tienes razón, practicamos esto en la clase de Melissa el semestre pasado. Me encanto interrumpir mis entendimientos de ciertos concepto de estudios sociales y la historia. Creo que es importante tener en mente las ideas que tienen nuestros alumnos y ponernos a pensar de cuales maneras vamos a enfrentar esto con ellos.

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"Reflection has also

helped me to see that we as educators

are often part of

perpetuating the same systems that we seek to

dismantle." After reading this article I can't but help make a connection our program, we often say that we welcome diversity and accept all forms of language use but in most of our assignments we are restricted to using only one language and only using the "proper" version of that language. I can also connect with the author in her transparency over the struggle that it is to be a teacher in classes filled with diversity.

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Daniela, I liked the quote that you put because it also made me think about what we have learned these past semesters and how we are taught as students and I don't agree with many things that we are being put in because they often go against what we are being taught at the same time and we don't really get to experience what we want our students to feel in our classroom.

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El artículo de Clarke me pareció muy interesante de la forma que presentaron la literacidad critica. Me gusto mucho ver como se explicaba que en verdad no había una definición exacta para el termino, y nos hace ver que usando la literacidad critica es como ponerse anteojos que deja a uno ver lo que es mas allá de lo que conocemos y cómodos. El articulo también presento sobre formas que podemos usar la literacidad critica en el salón de clase, por ejemplo: libros que tienen diferentes perspectivas, viendo aspectos por deconstruyendo, reconstruyendo y haciendo acción social. Me parece interesante la idea que podemos usar diferentes elementos para ver diferentes puntos de vista. Esto me recuerda la clase que tuvimos de Social Studies Methods con Melissa el semestre pasado donde hablamos sobre analizando diferentes lados de algunas historias o tomando diferentes roles para diferentes perspectivas.

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I really enjoyed reading this reading because it shared a powerful experience that students in Australia had. It was amazing the commitment that the teacher and the students put into it to create a change in their environment and how literacy was included into it. The students were able to share their concerns and the things that would make them happy which gave the teacher a different perspective into her students lives. This experience really created a space for students to be advocates and have a voice to create change.

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Maria,

When you mentioned in your response that students have a space to share their concerns with the teacher it made me realize that this is something I do not personally see at times in the classroom. I agree with the idea that by doing this, this created a space for students to advocate and have the opportunity to learn that their voice has power to create a change. This is great, and I believe that creating an environment where a student can share their thoughts and ideas as well as their concerns without any consequence is something everyone should have. As teachers, I believe we have to be open to what our students are thinking and be mindful as to what may be things we could potentially change for their benefit.

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Maria, I didn't get to read this article but could you elaborate over your favorite way that the teacher was able to change the environment for her/his students? Sharing is a powerful tool in the classroom and I think that many teachers don't utilize allowing there students to share enough, how would you create this space for your students ?

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"I fight against the water that I am"

I am so so glad that I got assigned this reading. I love doing self reflection and looking inward to how I can better my environments so this reading really interested me all the way through. I strongly believe that as educators, it is crucial that we are self reflective and self critical about how we work through the intersecting experiences and identities our students bring into our classrooms. The quote above encompasses the way in which we judge the broken education system that our students are working through but also how becoming a part of this system, makes us just as much a part of and maybe contribute to that "brokenness."  I appreciate how the author is honest about their identity as a "struggling-classed" person but how they recognize they used their teacher privilege to overlook inequitable class structures. I also thought it was important that they stress how students can be self reflective of their own experiences within inequitable pedagogies. Most importantly, I want to share with the class this last question that Norton brings up:
"How do my pedagogies privilege children
of higher classed statuses?

How am I willing to create more
equitable pedagogies around classed
identities?"