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Thanks Daniella for your bomb and thoughtful questions. Your questions made me think about how our humanity is diminished when we experience racism and/or discrimination. While I understand the importance of responding positively, I also understand that we should not expect people to show up unharmed or perfect when someone harms them. We have access to a range of emotions that we should have space to respond with. Also, some things that I want you all to think about is, when we say we want a safe environment for students, what do we really mean? What makes the space unsafe? Who makes it unsafe? Finally, while it is imperative for teachers to be aware of students' home life, it is not our job to save students. Its our responsibility to teach them.

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Grace! I totally agree that we need to improve the literature selection in schools and I love how you talked about how by using white mainstream English made Kiese feel isolated. Knowing our current school system has this effect on Black students is so devastating and it's so important we make changes to avoid this from continuing.

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Hey Chloe! I totally agree with you and really like how you brought up disciplinary action. Students are beginning to feel negativity around education due to this and it has to come to an end. Students need to understand there will be repercussions; but, that their mistakes do not define them nor what kind of student that they are. Behavior is so much deeper than the observable issue, there is usual deep pain or strong reasoning as to why students may act out or choose to avoid participation.

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1.) I think Kie reacts the way he does because he knows how it feels to be pressured into conforming to white mainstream English. Kiese has been put in other situations where he has stood against this behavior as well. When we are faced with ignorant people I think we should stand up as well. Being a bystander is just as bad as being blatantly racist, because you are allowing the cycle to continue. POC do not have the choice to stop worrying or caring about the oppression they face in the United States, therefore it's everyone's job to keep a similar mentality and remember that it is a privilege to feel as if you can take a "break" from fighting off racism. As students, we need to make sure we correct people if they try to say there is a correct way of speaking, including those around us such as friends and family.
2.) Teachers can ensure students feel comfortable and supported in the classroom by providing representation and being an advocate. Students need to see action, not just hear words. For example, there's a difference in showing you are an ally versus saying you are. Students need to see you stand up for them whether it's against an administrator or another teacher. In addition, using books, videos, or guest speakers that are or are created by POC help have representation.
3.) Kiese would be supportive of using home languages in the classroom. Given all of the experiences he had in school, as well as how he chooses to write. He highlights in his book how code switching was perceived by him through the use of relationship with his mother, grandmother, and former teachers. He often questioned why his mother wanted him to use mainstream English and acknowledged it wouldn't save him from the systemic racism that's in the U.S.

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I think you have a lot of great thoughts in your response! I agree that for some students, school may be one of the only places that they feel safe, so it's important to make sure every student feels safe and comfortable to express themselves and explore their backgrounds and individuality. I think your point about limiting discipline is really interesting, and I agree that often student's acting out comes from a deeper place and is not because they are troublemakers or deserve discipline. I definitely think students should never be embarrassed or reprimanded for anything regarding their speech, especially if they are speaking in their mother tongue. It's so important to keep students supported and comfortable in the classroom, and I think your response for question two has a lot of great insights for doing so!

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Screenshot I took from "Julie Washington’s Quest to Get Schools to Respect African-American English" written by William Brennen.

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I used this image because I think it really highlights on changing the system and finding ways to do it seamlessly. As much as there needs to more diverse books and opportunities to read them in schools; unfortunately, there's sometimes not funding for it or schools refuse to acknowledge the issue. By making the necessary changes as Julie Washington did, teachers can go one step further in making sure there is diverse English in their classroom.

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Hey Virginia!

I really liked your connection to the book. I also think it is very important to read a lot of different types of literature, especially when you are developing, to understand a plethora of different ways of thinking, speaking, and cultural variety in writing. Thanks for sharing!

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This is a children's book written by Yangsook Choi titled "The Name Jar"

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I bought this book for my nephew last summer, who doesn't have a common name and is biracial. This book emphasizes the importance of names, just like we did in the beginning of the semester, and shows children that it doesn't matter how you unique your name is, it fits them, because everyone is unique. I think it is really important to teach this in K-12 to show children how just like everyone's grammar, names are unique as well, and it should be celebrated rather than stick out as something odd because it may be different.

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I love the concept as literature as a mirror and a window! I think it is also so important for those not speaking Black English to still be educated on it as a language, in order to end linguistic racism. I love that you included a book from another class that you're reading right now, it shows that the problem is being worked on and hopefully future generations of teachers will be more inclusive and educate students on different grammars and languages!

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This is a photo of a children's book about different Black icons. This book or any book using Black English or characters is critical in teaching children, as children need to be exposed to different cultures, and role models of all backgrounds. It's also so important that students of color feel represented in the classroom with books like these.

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Hi Virginia! I think you made a lot of really great points in your video. I like how you said "take it with a grain of salt" when looking at grammar in students self-created literature. I agree with this statement because students should be able to use their language in their writing. As long as the content is there and the student is able to get their point across, it shouldn't matter that it is written in mainstream English or any other form of diverse English.

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Response to Chloe C Picture Reflection (Virginia H.)

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Response to Chloe C Picture Reflection (Virginia H.)

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Hi Chloe,

I love the book that you shared. It models a lot of the grammar and language usage that African Americans use as well as illustrating a black family with real life features. Literature that students can relate to real life is so important to use in the classroom. It breaks down the walls in the classroom and opens up their learning experience to their everyday experience.

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Here is a screenshot from a read aloud series on Epic! It is important that students hear how different people read and speak. This helps encourage a diverse use of language within the classroom because they are hearing other people speak besides their teacher.

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Video Reflection- don't mind my voice- I have a cold. 

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This is a picture of a door from last year at the elementary school I substitute at. 

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I feel like this picture is one of the many ways grammar should be taught in all types of schools. In order for students to be comfortable in their skin AND in their language, they should know they are not alone. Representation matters, which stems from seeing people who not only look like them, but also talk like them.

I know it is much greater than books, I just thought this was one good example and also something I had a photo of!

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This is so awesome, thank you for including and sharing it with the rest of us!! Reading a book like this to an elementary school class would be a great way to introduce other dialects than mainstream, specifically Black English. This early teaching will help them grow and understand that there isn't one correct form of english, and all forms are acceptable.

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It is important as an educator to fight for linguistic justice in the classroom. This starts with changing longstanding practices using mainstream English

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Students should feel supported and celebrated when using language which resonates with them.

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Excerpt from a book entitled "Sugar Honey Baby Child" by Alice Faye Duncan

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I came across "Sugar Honey Baby Child" when trying to find a book for a read aloud lesson plan in EDUC210. This book is written in AAVE and it's a beautiful story about a mother's appreciation for her child. I think this would be a great book to read to children because it introduces them to another way of speaking. It also shows them that speaking in other ways are valid, as this book is not written in standard English and still makes perfect sense. I feel as though we should be reading books that use different English vernaculars because familiarizing our students with linguistic diversity is an important step to take in order for them to accept other ways of speaking.

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A page from the book "The Barber's Cutting Edge" by Gwendolyn Battle-Lavert.

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I came across this book while researching books for a children's literature class that I am taking this semester. I think that a great way diverse language can be taught in K-12 schools is through literature.

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Emma, great job with your response!! Specifically your response for the 2nd question. I think including all cultures within the classroom is so important. Even with the small things such as the materials we provide for them or the messages we place around our classroom. I think it can foster tolerance within all of our students. The inclusive mindset often starts with the teacher and then trickles down to the students.

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1. I think Kiese responds very shortly to this man because he is fed up with the ignorance that other people display. After Asian Americans have been treated so poorly and left out of so many narratives in our country, it is less than okay to expect them to evacuate a place that they have every right to be in so that "Americans (really what he means is white people) can get first dibs." Kiese knows this but doesn't have the energy to lecture this man about why what he said was wrong. I think that explaining why someone's comment was offensive is the best way to respond to racist comments. However, it is not the responsibility of POC to constantly be doing this. That man in the casino as well as everyone else who holds implicit bias towards POC should be mature enough to know what is offensive or not. As white people, we should be educating ourselves and unlearning our biases in order to avoid burdening POC with the task of correcting our behaviors. I think we can bring awareness to others by simply responding to any negative comments that pertain to the way that people speak. We can also try our best to be less offensive when it comes to language barriers. For example, when we need someone to repeat something, we shouldn't say "what are you saying", "I don't understand you", laugh, or look at another person for clarification. We should respond directly to that person and simply ask, "can you repeat that once more?"
2. I agree in that it is so important to foster a supportive, safe environment for our students. School might be the only environment where students are able to freely express themselves so if we take that away from them, they really have no where to turn. One way we can create a safe environment for all students is to limit the discipline. I think we should limit the discipline to incidents where students are in danger or being bullied. If we are disciplining students for every minor incident that occurs, they start to gain a negative connotation with education. It is also important to remember that there might be more to their behavior than meets the eye. Often times students don't just act out to get in trouble. They might be looking for attention they are not receiving at home due to neglect. There are a plethora of other reasons why students may act out besides simply wanting to act out. We need to keep this in mind as teachers. Another way we can support students is just to allow for open communication and create a supporting environment from the beginning. We can do this by talking to our students on a regular basis, having open discussions with relevant topics, and simply caring about our student's well being.
3. I think that Kiese's mother did not correct him because he got his point across well enough. She knew what he was trying to say when he said "I be seeing you". He meant that he always sees through her facade and that he indefinitely knows the true her. I know that Kiese would support the usage of home languages in the classroom. I think that how he speaks gets his point across tremendously, even if he is not using mainstream English. He has experienced ridicule for using his own home language, so I feel as though he would want to prevent this from happening to other students.

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1. I think Kiese responds the way he does because he is so used to being a victim of discrimination and racism that he is disgusted by the man's racist comment. Kiese is very well educated and he isn't the type to let comments like that slide. I think we, as students, can bring awareness about different dialects and backgrounds simply by continuing to speak out and educate ourselves and others. Whether that be fixing our own habits and learned expectations of English or advocating for those who speak AAVE or other English dialects, it's important to not be ignorant and keep pushing for diversity.
2. I think it is important to have every student feel as represented and safe as possible in the classroom. This can be done by having different examples of diversity around the classroom and encouraging students to be themselves, rather than correct or shame them. Teachers should also set rules for students for an inclusive and appropriate classroom, like banning any offensive terms or any ways of discrimination. Teachers should also make it known to their students that they are a safe resource and support system/someone to talk to. Many students have difficult home lives and struggle to speak up about it, but often find comfort in a teacher, so always giving students that option and comfort is so important and could change a student's life.
3. I think Kiese would be a big advocate for home languages in the classroom. Kiese's mother corrected his AAVE to be mainstream English his whole life, and yet he still resented her for it and used AAVE when she was not around and finally challenged her in this scene. I think he definitely would believe that his use of AAVE vs mainstream English did not affect his success or intelligence and would want to advocate for AAVE and home languages in the classroom.

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Hi Virginia!

I always enjoy reading your responses. I agree that Kiese responded how he did because he knows what it feels like to be discriminated against. I feel it is also important not to steep down low when responding to ignorant people. I love the weekly check-in idea, this is a great way to build teacher-student relationships. I also agree, Kiese would support the use of home languages in the classroom. -Mackenna

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Response to Facilitator- Mackenna Kerrick

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Response to Facilitator- Mackenna Kerrick

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1. I think Kiese responds how he does because he has spent his whole life fighting discrimination and the guy was discriminating against Asian people. I feel like the best way to respond depends on the situation. It is always important to inform people as long as you don't harm in the process. To bring awareness, we as students keep showing up and partaking in conversations, if we see something that is swaying away from the use of any English, we say something and allow any English to be spoken.
2. I think one way to ensure students feel safe and welcome in the classroom is to have a safe and welcoming space. Allow students to be who they are and teach them to all welcome one another as they come. Another way is to make sure your students know they can talk to you about anything and you will always be there for them.
3. I think Kiese would allow any language to be used in the classroom. He grew up always being corrected and that is one of the sole reasons he writes. As he got older, he became comfortable using Black English, even around his mother. I think he would allow it in the classroom, especially since his mother argued it was to protect him, when she did not always do so.

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Response to Julianna (Virginia Henderson)

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Response to Julianna (Virginia Henderson)

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Hi Julianna,

I really enjoyed reading your ideas on how teachers can specifically facilitate a comfortable environment for their students. Immersing students in the literature that is centered around cultures and daily experiences of people who share similarities with the students allows for them to feel seen. I also encourage students of all ages to perform some type of literature circle around these books because I find it a great way to build community.

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Virginia Henderson: Response to Facilitator

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Virginia Henderson: Response to Facilitator

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1. Kie reacts the way he does because he felt the need to stick up for another minority group. When the white man-made that comment, I know it had some effect on him because he can relate to the discrimination Asian groups receive.  When facing ignorant people it is imperative that you don’t steep down to their level. You need to make sure that you hit them with a mature non-emotional statement that directly attacks their specific behavior and why it is incorrect or disrespectful. I believe that we can teach our students to be self-aware of their own language and reflect on how their language could affect others.

2. As an educator, it is also important to routinely check in with their students on a personal level. We can see that Kie and his mother were very influential educators because they spent the time getting to know their students as people. When you are able to break down natural barriers between you and the students, they will naturally become more open to you about their triumphs and struggles. Two concrete strategies would be to have a weekly check-in that is sent out to students or that they complete during their morning work. Students can then have the option to disclose their identity or not. This allows for the teacher to make time to meet with the student individually if needed, or make whole group changes to their instruction to benefit the student indirectly. It would also be beneficial to establish open relationships with their families. This could be holding a ‘Parents Night’ that is in the form of an open forum. These discussion-based practices will allow me the teacher to reflect on myself and learn how I can better support my students and families.

3. I believe that Kie would support the use of home languages in the classroom because it humanizes the intellectual space. Kie has been in classroom environments before where he was patronized for his language and he experienced all the negative effects of it. I believe Kie would emphasize and help theorize around creating an atmosphere where students would use standard grammar to help emphasize their own voice in their own unique way.

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1. I think that Kiese responds the way that he does because, a Black person, he has been talked against in similar ways. All his life, he has stood up for Black people whenever possible, and the same goes for other groups who are discriminated against. You see Kiese do this again when he is on the train after 9/11 and he stands up for a Muslim family. He stated, “For the first time in my life, I experienced not having the most fear-provoking body in a contained American space.” This shows that he knows what it is like to be in that position of having comments made against you for what you look like, so he wants to help those people not feel like he did by saying something. When faced with ignorant people, I think that the best way to respond is to say something. It should be, however, said in a calm, educating way instead of a negative way. As students, we can bring awareness to the world that mainstream English isn’t the only “correct” way to speak by educating ignorant people. If we hear someone make a comment about mainstream English vs. any type of diverse English, we can speak up and educate them using what we have learned from reading this book and participating in class.

2. As a teacher, it is very important to ensure that students feel comfortable and supported in the classroom, as some may have a difficult home life like Kiese. One way that teachers can do this is by incorporating students' cultures into the classroom. Teachers can have a classroom library filled with diverse books that serve as mirrors and windows, put posters around their classroom with people that look like students, and make sure their examples are relevant to students' lives. Another way that teachers can do this is by letting students be themselves in the classroom. If they use diverse English, let them use diverse English and don’t correct it. Let students know that they are able to be their full, authentic selves in your classroom.

3. Kiese would definitely support home language use vs. mainstream English use in the classroom. It is very apparent throughout the entire book that Kiese believes that Black English can be used to better convey some ideas than mainstream English could. This view especially shows when he writes, “You did not correct my English because it could not be corrected.” All Kiese’s life he was corrected by his mother and many others, like the editors of his college newspaper, to use mainstream English when he could get his point across the same or even better with Black English. I think that it would make him happy to know that Black children today will get to experience their language being valued in an educational setting and that they will not have to feel like he did.

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1. On page 218, the white man at the casino talks against Asians, saying Americans should get first dibs on the slot machines. Why does Kiese respond the way he does? When faced with ignorant people, what do you think is the best way to respond? Similarly, how can we, as students, bring awareness to the world that mainstream English is not the only “correct” way to speak?

2. Throughout the book, Kiese’s mother tries to protect him from “white folk” in order to help him be successful. However, it is hypocritical because despite her attempts to protect him, her abuse is one of the main factors behind his struggles. Students may have a difficult home life, and it is important to make school a safe environment for them. What are two ways a teacher can ensure students feel comfortable and supported in the classroom (this may relate to language and what we have learned so far in class)?

3. On page 228, Kiese speaks in AAVE when talking to his mother. He knows she typically corrects him, and makes him speak in Standard English, however he writes “You did not correct my English because it could not be corrected.” How would Kiese feel about mainstream English use vs supporting home languages in the classroom?

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I feel like there's a million things to look at when assessing the School-to-Prison pipeline. One, I think shifting the narrative of media. In my Race in Society course, we learned that young Black men are more likely to be tried as an adult, even when a white boy with a more severe crime would still be tried as a minor. I think this stems from the stigma created through centuries of oppression, media, and political power creating a narrative that Black people are more dangerous than any other race. For creating community expectations instead of rules, I think it's important to communicate with students and have them share what they find is appropriate as well. In addition to this, I think society has this idea that teachers are supposed to be mentors, therapists, educators, protectors, and more. When in reality, these are crazy expectations from one person. Kids are becoming more vocal about their needs, but aren't always given resources, so I think some assume it's a teachers responsibility. Finally, for allowing kids to be kids, I think that we need to do our best to foster environments that promote healthy/important conversations that do not target students of color. For example, if a teacher is talking about BLM, they shouldn't call on a Black student and say, what's your opinion. In addition, we need to try to make sure students of color don't feel that they are alone in fighting for justice and that it is not only their responsibility. I think this can be done by elevating their voices and finding outlets for them to feel like they are truly making change, and surrounded by those who want to help them make that change.

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I totally agree with you! It's so important to respect students so it can be reciprocated, and mainly so they will grow and feel that they can be supportive to one another to the classroom. I think this chapter really opened my eyes because I can be very vocal in classes, and to hear Kie's perspective on what it can feel like teaching white students is a good reminder for me. I am so grateful that I'm invited into spaces to have discussions about race and am able to take Africana courses; but, it still doesn't mean I understand or can pretend too. I know it's helped me tremendously in not only understanding cultural differences, but also finding ways to celebrate the differences.

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1.) To an extent I agree with this advice. In order to have a classroom that nurtures academic growth, as well as confidence you need to allow a healthy relationship with students. It's not real love to let anyone walk all over you, so you gotta have boundaries with students. Love can grow with standards and I think that's in any relationship. So, I do think she is right because you need to foster an environment where students feel like they can love each other, and speak freely in a safe environment. Along with seeing love and excellence can be together.
2.) I think diverse English allows white students to see their privilege in many different aspects. Such as, them having the main source of communication, as well as the form that seems "appropriate". If we can allow white students to be aware of this, it can help them try to breakdown their implicit biases they may have towards diverse English and try to actively correct it. When this occurs, more people can break the stereotype that white English has to be used to be taken seriously.
3.) I think his father utilizes mainstream English, and kind of promotes it the same way Kie's mom does. I do think he uses it due to him being a part of "corporate America". Based on stereotypes I know, often when you think of a "successful" white man, he looks like a member of corporate America. So imagining Kie's Dad in that situation, I could see why he feels like he has to be aware of his words. Which is extremely sad and disheartening because no one should have to prove themselves due to race, choice of language, sexuality and more; but, through this reading we know that this is still a real issue and one that has been going on forever in the U.S.

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I just want to take a moment to shout out Julianna for these questions! I also want to shed some light on some things when we discuss discipline in classrooms. Research shows that our ideas of respect and discipline may differ culturally. There is also research that demonstrates that students of color are more likely to be singled out and disciplined far more than white students. If you haven't had a chance to learn about the School-to-Prison pipeline, please check it out. How do we avoid this? Also how do we co-create communities of expectations instead of enforcing rules? I am also thinking about why teachers feel that their role is to correct, check or manage students' behavior? I am also thinking about how we ensure that we allow kids to be kids, especially students of color? How do we provide a soft landing for them? How do we ensure that we are not forcing our behavior values upon them, and punishing them when they disagree? Keep thinking through these things. I am looking forward to learning from you all on our last presentation.

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I really like how you bring up the point that it is important for educators to model love and mutual respect as some students may not receive that at home. I also completely agree with your response to question 2. Both positive and negative experiences shape a culture- so adjusting actions and beliefs will help favor many more people than just the individual. For question 3, I said I believed his father more outlooked his mother, but it seems like you see that some also!

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Response to Emma C. (From Virginia Henderson) 

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Response to Emma C. (From Virginia Henderson) 

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Hi Emma,

I really enjoyed reading your response on how professors, mentors or teachers should interact with your students. I agree that teachers should be learning from their students because they offer new generational ideas. Yet, highlighting the words “help them” and “permission” shows that a student is in charge of their learning and experiences. If a student is not willing to accept this responsible love or ideologies it is not the fault of the teacher. We as teachers can do as much as we can to guide our students to the right path however, it is up to them on if they want to take that path themselves. In the future chapters, I am interested to see what Cole decides to do with his path.

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1. I agree with this advice because it has the teacher or professor modeling the behavior that they want the students to incompas. Modeling is one of the hardest  teaching techniques because it requires the professor to make sure that the are living by their values that they preach. However, it is the easiest way for students to perform targeted behaviors as well as truly understand philosophies. It is important to model love and mutual respect for his students because sometimes they might have not experienced it on their own. This will allow them to grow and then share responsible love in their future.

2. Learning about diverse English you learn each other's struggles and triumphs. When studying any language, you have to understand the culture. A series of positive or negative experiences is what shapes culture which then shapes their language. When you are able to have a mutual understanding with one another, you will then be able to view your own culture with a more critical lens. Therefore, hopefully adjusting your actions and beliefs may favor more than just your life and the people you resonate most with.

3. I believe that his father has a similar outlook to his grandmother, however is fond of the mothers outlook. In the chapter we realize that the father also comes from various hardships in the south and still faces the struggles of multiple wives, families, and substances. He does live within his own realm of success and fights for black acceptance through the corporate world. However, like Kie’s mother, he is proud that Kie has chosen to show black excellence through education. They commonly believe that education is one of the best ways for young African Americans to make themselves worthy to the white man as well as keep themselves safe.

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Response to Chloe Castro - Grace Molling

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Response to Chloe Castro - Grace Molling

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Hey Chloe! I really enjoyed your analysis of Kiese's fathers language use. I think his father's language use is used as a shield as well. Kiese's language use switches due to his surroundings and "blend" in as well. I wonder if his father and him both code-switch to each other because their lack of a relationship and a "shield" against eachother.

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1) I agree with this advice because children are easily adaptable to their environments. When a child is being taught by a teacher who isn't as engaged as they could be, they can easily see that it isn't worth caring about. Excellence comes by caring and persistence, which should be taught and learned by all teachers.

2) Teaching students about diversity is important overall to have children learn from a young age that they are different too. This allows children to seek knowledge from cultural differences and atmospheric differences. There are always different children in a classroom, there for children should be aware of that, for self-awareness, but also to recognize others differences. Teaching students about diverse English specifically is extremely important to help defy the systemic racism that occurs in the education field as well as the job field later on. This is extremely important to learn from a young age.

3) Based on the little we know about Kiese's father, I think that he supports mainstream English. I think that part of the reason we did not hear about him until this chapter has a lot to do with the way he spoke to him. His use of mainstream English seemed to be almost a subconscious way of proclaiming how well he is doing, how educated he his, and how his mother was his backbone through his education, not him. Conversely, I believe that he wanted his father to be proud of him as well, due to his father's over all glee about how well-educated Kiese is. He is in support of mainstream english as well because of his discussion of his presumably business profession, "the inside of corporate America". If he fights for justice, his language use may be one of his tactics to fight from the inside, out.

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Chloe Castro Response to Daniella Downing

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Chloe Castro Response to Daniella Downing

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Daniella, great job with responding to these questions. I especially agree with your response to the first question. I think it's important to find a healthy balance between discipline and love. Teaching and enforcing rules creates strong, successful students. I also think your mention that privilege stems from language is so important. A lot of people simply associate privilege with race and culture but they forget that race and culture influence a million other factors as well.

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1. I completely agree with this. I think it is so important as educators to remember that students are going to be looking up to us. In the eyes of our students, we should be someone who is a role model to them, they expect that. By modeling discipline but also showing how discipline can lead to excellence, we are helping to shape incredible students.
2. I think teaching students about diverse english can open their eyes to ways in which people communicate. It can help make it less 'scary' when people do not use the same language as them. The only way we can truly do this though is by immersing them in an environment where their language in the minority. When white students are able to actually see and understand that there is nothing wrong with speaking different than the mainstream, they might begin to share that understanding with white people who do not understand. In that way, they are using their privilege to inform, which is certainly a good way to use it.
2. This is a very interesting observation, one I did not observe myself. Based on what we have learned about Kiese's father as well as what we know about Kiese's mother, I feel as though his father uses his language as a shield. Just as Kiese's mother taught him, Kiese's father uses mainstream English to blend in and not cause any trouble with white folk. In this aspect his is similar to Kiese. I believe that he used his own vernacular in the past, but because of his learned experiences he taught himself something different.

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Response to Daniella Downing (Emma Clark)

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Response to Daniella Downing (Emma Clark)

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Hi Daniella! I agree there is an important balance of supporting students, but disciplining them when needed. I liked how you included both sides to this balance, because though discipline can be difficult, sometimes it is necessary to keep students in check, but it can definitely be discouraging with too much. I agree students should feel safe and supported in their classrooms, and that is the optimal learning environment for students. I also agree with your answer for question 2, in that I think the key is educating all students on different cultures and backgrounds, as well as on their own privilege. I like how you mention privilege can stem from lack of knowledge of different dialects, and we should educate students on these dialects to create a more diverse society, and help fight prejudices.

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1. I do agree with this advice, I think a good teacher knows a good balance of guidance and discipline, and can help students to be excellent. I really like the second line because I think it's very true, even teachers are learning from their students, and if they can't be a good model for their students, how can they really guide them. I also really like how the quote says "help them" and "permission" because I think it shows that a teacher can help you succeed and improve, but only if the student is willing to put in the work and let them.
2. Students should be taught diverse English and white students about their privilege, first to acknowledge their privilege, then to learn how to use it for good. Many people with white privilege abuse their privilege, like the small, smart white boy from the judicial case on page 191, so by teaching white students about diverse English and cultures and backgrounds different than their own, white students can help to see and acknowledge their privilege and be an ally rather than an abuser.
3. I think his opinion on using mainstream English would be more similar to Kiese's mother, and he probably always speaks with mainstream English, like seen in this chapter. Kiese's mother values mainstream English and proper grammar and language, so I would imagine she would look for the same in people she surrounds herself with. Kie's mom asks if his father is proud of her work, and she doesn't usually seem to need approval or praise, so she might value his opinion and experience. He also talks about his work and fight for justice from "the inside of corporate America" so I assume he has a professional job, in which he uses mainstream English.

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Hey Mackenna! I really like how you worded your response to question 1, and definitely agree. It is important to give positive discipline, where the teacher moderates their students in an effective and mutually beneficial way. It is important to provide discipline in a specific way. The teacher should not be discouraging or belittling the students, nor should the teacher make the students feel unsafe. It is important to keep love and support flowing throughout the classroom to make students feel safe in their learning environment, but a balance is necessary between love and discipline. I also really liked your response to number 2. I feel this text really brought the difference between "privilege" and "power" to my eyes. It is important to have students learn that mainstream English is one of many dialects of English, and that no dialect is "correct." It is crucial for students to gain a strong sense of empathy, and for them to realize there is no, one, correct way to speak and communicate.

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1. I feel supporting students while also showing them discipline is an important balance to have in the classroom. This will give students their best chance to thrive academically and socially. Kiese's mother also supports this when she describes her role as a teacher as helping her students "breathe with excellence and discipline." If you give a student effective instruction to benefit them, but do not teach them rules and respect, they may be disrespectful and have a harder time managing their behavior in the classroom. In addition, if a teacher is too harsh on their students and is less helpful in providing instruction, students will be unmotivated and intimidated. This is why a balance is crucial in the classroom. I agree with his mom when she describes modeling a sense of love in the classroom. The best way to create a safe learning environment to all is to make the classroom a place of love, encouragement, and comfort. If students feel supported, they are more likely to thrive and give back that same energy in the classroom.
2. Students in the classroom are all diverse in their own ways: gender, sexuality, race, socioeconomic status, background, etc... It is important to teach about all different backgrounds to educate your students to be more socially/culturally aware, and more empathetic. Teaching students about diverse English can be a beneficial tool for teaching students about privilege. It would be important to mention that one aspect privilege stems from is language. Because mainstream English is taught in schools, people in society are prone to be prejudice against those who do not speak mainstream English, or prefer to speak different dialects. If someone speaks another dialect then mainstream English, they may be frowned upon and viewed as ignorant or dumb because their grammar is "incorrect" in the eyes of society.
3. Based on what we learn about Kiese's father, I believe he supports the use of mainstream English. He, himself, speaks using mainstream English, and he repeatedly declares how proud he is of his son for his education and academic success. Education seems to be of great value to his father because of the importance he stresses on how proud he is of Kiese for continuing school. I feel his views toward language would be similar to Kiese's mother, because she enforces mainstream English in their household and makes Kiese practice using it. I feel based on what we see from his character, Kiese's dad would also support the use of mainstream English.

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Response to Facilitator- Mackenna Kerrick

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Response to Facilitator- Mackenna Kerrick

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1. I think for the most part I agree with this advice. The classroom is a place to learn, for positive discipline and for students to strive for excellence. I also think the classroom is a place for love, but that love needs to be responsible and appropriate.

2. First and foremost I think it is important to understand the difference between power and privilege, that is discussed on the same page. I think the teaching of diverse English with the goal of straying away from teaching mainstream English in the classroom will help the privileged feel less privileged in the language and grammar sense. Another thing to note is that teaching diverse English will help form knowledgable allies which are for sure needed today, in this sense White students will be able to use their privilege for good.

3. I feel like Kiese father's opinion would be more similar to Kiese's mother. I think this because his father mentions his career in relation to helping others. And because of his mother's career, she instilled the "importance" of the use of mainstream English to Kiese and a Black male.

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I just want to take the time to say I see ya'll! I see you all digging deep to interrogate your own actions, thoughts, community, in relation to diverse English. I am looking forward to your group's presentation! Keep pushing and doing the hard work.

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1. On page 180, Kiese's mother tells him, "'My job as a teacher was to help them breathe with excellence and discipline in the classroom. The ones that love you, they become what you model. Don't forget that. Help them breathe by modeling responsible love in the classroom every single day. The most important thing a teacher can do is give their students permission to be loving and excellent.'" Do you agree or disagree with this advice? Why?

2. On page 191, Kiese states, "My job, I learned that first year, was to dutifully teach Cole to use this power less abusively." How can teaching students about diverse English be a tool for white students to use their privilege for good?

3. Throughout the book, we have not heard Kiese talk a lot about his father. When we meet him in the chapter titled Seat Belts I notice that he uses mainstream English in his dialogue. Based on what we have learned about Kiese's father, what do you think his opinion on using mainstream English would be? Would it be more similar to Kiese's mother or grandmama?

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I am not personally afraid of anything when it comes to teaching diverse Englishes. I just think the norm of "mainstream" English in the classroom is what I became used to as it is what I always heard. Speaking mainstream English does not guarantee anything for Black or Brown people, Kiese showed us that. He used mainstream English but it still brought an uproar from White people around his college campus.

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I can think of two ways right away to use my power to address cultural appropriation in terms when people who are not Black are making money by using Black English. The first being making them more aware of what they are doing. If we see this occurring on social media we could comment on their posts and inform them what they are doing is harmful in ways. The second way is we have the power as future educators to help prevent this from continuing to happen. In our future classrooms we can educate our students to be mindful on how they use Englishes that are not necessarily theirs, but also making an effort to teach them that there is no "one correct" English.

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"Keenan and Kel" was my favorite show growing up because my sisters are in their 30s so I kind of grew up off of their era's culture. I would wake up at 5 am every morning before school everyday to watch it since that is the only time Teen Nick would air re-runs. This show was a spin-off of "All That" and I read interviews about the show from Kel and he says that the show was very similar to their own life. This show would be very different if Kennan and Kel did not use their own bits, their own stories from their life, and their own mannerisms. This was one of their first Black Sit-Coms on a kid's television outlet. Using Baker-Bell's excerpt, I believe that I never saw them as less intelligent for their usage of English because of their informal English at times. I learned a lot of my humor from them and my best friends and I would try out their pranks. Even though there is a horrible reality of Black people having to code-switch, I do not believe that Baker-bell should have to code-switch because, in comparison to media, their way of speaking and AAVE is beautiful and what makes up a person. Specifically to Keenan and Kel, the show would not be the same if they used Mainstream English.

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Hey Virginia! This is really awesome that the show represents Asian American culture! I feel like I never saw Asian American culture highlighted as a kid other than, "Wendy Woo and the Homecoming Warrior". It is especially interesting that they even focused some aspects of the show on grammar! Thanks for sharing!

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Photo Reflection New Photo (Virginia Henderson) 

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Photo Reflection New Photo (Virginia Henderson) 

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After our discussion in class, this is a better photo for my photo reflection above. This is screen shot from me watching 'Fresh Off the Boat' on Youtube.

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Chloe Castro Response to Virginia Henderson

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Chloe Castro Response to Virginia Henderson

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Virginia, I think your response is very agreeable!! Especially when you said that AAVE is not "supported or fostered" in the classroom environment. It's great that you shared your perspective when it comes to your own experience with teaching language. After all the best way we learn to teach is by actually doing the teaching, so I find what you shared very helpful and insightful.

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I feel the same exact way when I speak to my students! There is such a push to try to conform students linguistically and as you said, it is another form of racism. I'm so happy you celebrate your students and are actively trying to find ways to allow your students to do well academically, as well as allowing them to be their true selves. I noticed I change how I write emails to certain professors who either make me feel celebrated vs. the ones who act superior or expect a specific email format.

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Within my community, I am exposed to diverse language through my friends, tv shows, movies, TikTok, some restaurants and in the classroom. While some of my classes focus primarily on mainstream English, I still hear students using diverse English. On the other hand, when I student teach a lot of my students speak Spanglish or Black English because students from the Latinx community and Black community make up most of my class. When reading "Translanguaging Stance" I agree there there usually is a "harsh stance on bilingualism" especially in education. A lot of schools do not want to allow students in ESL to have say or use both Spanish and English; they'd rather them fully convert to English. In the other article I read, "Keeping the Language Pure: Does Mixing Chinese and English Have a Negative Impact?" I got a sense of how natural translanguaging can be for someone who is bilingual, to the point where it does become entirely their own language. Mr.You said at times if a Chinese word didn't come to mind, an English word would. The interesting thing about these two articles is they both want to celebrate Chinese and Spanish, whereas knowing English is beneficial but should not be prioritized in order to preserve their culture. I think more schools need to take on this approach in the U.S. Bilingual students need to be celebrated, as well as any student who chooses to not use mainstream English.

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Response to Daniella Downing (Virginia Henderson)

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Response to Daniella Downing (Virginia Henderson)

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Hi Daniella,

I really love that you shared about your experience with Tiana, "the first black Disney princess". I remember that I was so excited to finally look up to a princess that resonated with my family. For the first time, a princess and multiple other characters in the book, whether good or bad, were not speaking mainstream English. Over the years, I have realized though that even though it is great to have African American representation in the Disney world, it still is not enough. Since Tiana grew up in the "south" it is also easy to write her language as a southern slang. However, not every colored person talks like that nor is from the south. I would like for the industry to continue to foster diversity in its movies, however I would love to see more effort in exploring the non-stereotypical forms of African American grammar.

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I found this teacher on TikTok and she uses diverse English when teaching her kids songs to remember nouns, adjectives and etc! 

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A lot of the languages sound different or unique however they all have the same similar roots. However, in most of my school experiences, these versions of languages are not accepted in all places. Specifically, when referring to AAVE, the language is not supported or fostered in the classroom environment or in disciplinary settings. In Barker & Bell's article “The Guide for White Women Who Teach Black Boys”,  they explain how most teachers approach this language with “code-switching pedagogies” which then illustrate how linguistic racism subtly gets propagated through common pedagogical practices”.  I often find myself and peers around me speaking one way to each other and then stepping into an academic space and completely readjusting and constricting our natural flow of grammar. However, as a teacher I have been in the position to chose to support or constrict my students natural flow of grammar. I can understand my students perfectly fine when they speak in their vernacular of choice, so there is no need for me to foster ‘mainstream grammar’. In the future, I would like to take some of the specific strategies found in Alice Lee’s article “Why Correcting African American Language Speakers is Counterproductive”. Some of these strategies include having conversations with students about the various forms of language, using children's literature to explain their origins of these vernaculars, and discussing why things are considered “right” and “wrong”. This will allow me to help build students academic repertoire without disturbing their natural being.

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Hey Virginia! In response to your post, I've never personally seen that sitcom, but am definitely going to be checking it out. It is cool to see Asian American culture being represented in the media, because I feel this is unfortunately too rare. I remember in the movies "Crazy Rich Asians" and "To All The Boys I've Loved Before" there were Asian American leads, and hopefully our society is becoming more diverse in media. There is still a very long way to go, however these roles being played by Asian Americans along with the huge success of both movies, is a huge step of representation for this community. I like how the show you talk about shows their language yet also their lives and real experiences. It is important in the classroom to keep students educated on other cultures and communities, and this show could be good to share with the class. By teaching other cultures in the classroom, students will become more empathetic and understanding of others.

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I notice that there are not a lot of examples of diverse languages and grammar around my community, and within the mass media, compared to mainstream English. Mainstream English is so clearly the societal norm because it is the language used in shows, movies, stores, etc... Not once have I entered a store with a sign that uses AAVE. Signs and other things in society all use mainstream English to inform the public. If a sign had another dialect that was deemed "incorrect" English, people would be less likely to follow it since it is less formal. Society has pushed people to see informal language or other dialects as "wrong." When talking using informal language, people will naturally assume you are less educated than someone who speaks mainstream English. It is important for teachers to create a learning environment that encourages students' home languages, even if they are deemed "informal." According to the first text in the assigned readings, "Garcia," a good way to establish translanguaging in the classroom is through the Juntos technique. Here, home and school language work together to enrich the other, students' families and communities are resources for knowledge and should be involved in the education process, and students and teachers should "co-create knowledge" in their environment. It is important to encourage this mix of languages. As explained by the article "Does Mixing Chinese and English Have a Negative Impact?" code-switching between languages is frequent, and a natural occurrence for many in society for bilingual learners.

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My all time favorite Disney movie is "the Princess and the Frog." I love the setting of New Orleans, the plot, the characters, the music, and the liveliness of it all. I love princess Tiana, and her strong character. She was the first black princess, who uses AAVE. This was a huge step in diversity and representation in Disney and media in general.

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This is one of my favorite sitcoms to watch on tv. This show highlights asian American culture as well as the personal and environmental struggles an asian immigrant family goes through in the U.S. The show often goes from speaking Mandarin to English, which shows the contrast in grammar between the two languages. The sons in the show also often explore slang that is used by young students in their schools.

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I think TV shows, like The Proud Family, are great for representation of different dialects and cultures, especially for black English, because it seems a lot of the movie/TV industry is very white-washed and doesn't have much inclusion or representation. Especially with a kids show like this, showing different dialects and cultures to all different young viewers is very powerful. I really liked your last line, about how "seeing their linguistic cultural heritage represented in media can help students to find the value in it" and I just think this is a great point because there is a lot of internalized racism as a result of black dialect being falsely viewed as less valuable to mainstream English, and shows like this would help younger audiences to see more representation and feel more proud of their backgrounds!

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It seems as if mainstream English is used pretty popularly, especially in the classroom and in America in general, but I think it doesn't have to be the general, expected English. Many communities seem to incorporate different dialects and influences, and people should be encouraged to speak in the dialect they're comfortable with. My photo was an example on how AAVE has such a large influence on society today through music, with so many big artists being black and using AAVE in their songs and language in general.
In the article called, "Keeping the Language Pure: Does Mixing Chinese and English Have a Negative Impact?" the author says, "some feel that mixing in English words when speaking Chinese undermines the “purity” of the Chinese language," which I think when applied to black English vs mainstream English, can be similar to the pressure for black people to conform to traditional English language and standards, and how it can be a loss of identity and dialect, similar to the loss of the "purity" of the Chinese language.
In the article from Garcia and Otheguy, the first of the "Three Core Beliefs" section discusses how students should be encouraged to use their language in the classroom and their Spanish and English should work together and enrich one another, rather than have English replace Spanish and be seen as more valuable or necessary. I think the same goes for AAVE and that students should be encouraged to speak in their dialect, rather than shamed and seen as uneducated. Black English seems to be seen as improper, which is unfair because it is still a part of culture and identity, similar to different languages, like in these articles.

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For my photo, I looked up "party playlist 2022" on Spotify and this was the top playlist that showed up. It's titled "College Party Music 2022" and has over 7,000 followers. Majority of the playlist is rap songs by black artists, dominating much of mainstream music today, typically using AAVE in their songs.

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As a whole, I agree. Both Black English and popular cultures seem to be seen as "informal" compared to "formal" mainstream English. The word "informal" does invalidate the language and portrays it as less than what is known as "standard" English. I also never categorize those who use Black English less smart than those who use mainstream English, they are just showing a part of them, which I appreciate. Hopefully, as future educators, we can help the notion fade away!

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Makenna, when I saw your photo I found it interesting because I have never heard of the show STAR. Just from the picture, it looks really interesting, and I would like to look into watching it especially because it relates to our class. I also wish that I could switch back and forth between languages like so many of the people who use Black English do. It definitely takes a lot of skill to do that, and mainstream English speakers do not give enough credit for that.

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Something I have noticed about Black English within my community and popular culture is that it is often considered to be "informal" compared to the "mainstream" usage of the English language. I think that considering Black English "informal" invalidates the language and treats it as slang or something other than a legitimate, rule-based language. You can see this idea illustrated on page 106 of Baker-Bell's I Can Switch My Language, But I Can’t Switch My Skin in which the author shows a response to a question that has been influenced by cultural bias. Even in the example of African American Language that I was introduced to, growing up on Youtube and watching GloZell, her usage of AAVE never made me think she was less smart than the people who use mainstream English. The thing about her language and the way she speaks is that it could be used in either an informal or formal setting. Whether or not it is “formal” or “informal” just depends on the content of what she is saying. In my opinion, she shouldn’t have to code-switch in a formal setting just to sound “more intelligent”. I think this idea goes along with the fact that Black and Brown students are pressured to use “mainstream” English in school. Many Black and Brown students believe that “mainstream” English is the only way to sound more formal and will help them avoid other race-based discriminations. This notion is one that will hopefully fade away once we as educators begin to support and include the usage of AAL. On page 29 of Lee’s Why “Correcting” African American Language Speakers is Counterproductive, the author states that many teachers are able to accept AAL’s legitimacy but they have not yet accepted its place in a school setting. This goes hand in hand with people accepting the language of African Americans but also deeming it as “informal”. This continuous downplaying of a legitimate language that has derived from history, culture, and achievement is another way in which white people have proclaimed themselves as superior. If we as future educators want to enact any type of change in this domain, we must include AAL in the school setting and stop deeming the language as “informal”.

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I feel like depending on the person mainstream English is used mainly in the classroom by everyone, but used everywhere by some. Compared to the other diverse languages around my community, mainstream English is always going to be viewed as more formal. In the Garcia & Otheguy reading, there is a section titled "Three Core Beliefs," one belief is that language practices and cultural understanding a student has reflects their home and school communities. I definitely see this reflected in my home community and it more times does not reflect mainstream English than the amount of times it does. I personally have always found Spanglish interesting and cool when I have heard it in my community. The article "Love it or hate it, Spanglish is here to stay — and it's good exercise for your brain" talks about how some people view Spanglish as lazy or poor language skills. But, I have personally always found it to be the opposite as those using it can switch back and forth between the two languages so effortlessly (I wish I could do that).

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In high school, one of my favorite shows was STAR. This show has diverse English languages. Since our group focuses on Black English specifically, this post reminded me of the show.

... If you have not watched it, I highly recommend ...
Mackenna Kerrick

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Watching Youtube as an adolescent introduced me to many different uses of the English language. A creator I can think of specifically is GloZell who uses AAVE.

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Thanks Cameron for your strong questions. Reading your responses, made me ponder: what are we afraid of? Why can't the new standard being teaching all of the diverse English that exist? Also, I can't help but think about Kiese's letter in mainstream English and the people on campus were still mad. What does speaking mainstream English do for Black and Brown people? Does it guarantee anything? I want you all to keep pushing your thinking and don't doubt your ability to be the change you want to see?

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Thanks everyone for your vulnerability in your responses. The discussion and your responses are nuanced and critical. I have been exploring the idea and action of teaching for freedom. The role each of us play in ensuring that people are given the space to be free. I am also thinking critically about my ancestors and elders who have assimilated into the falsehood of success in connection to white mainstream English and how it has not led to freedom for all. I think about how they believed this would free us. It has me thinking about the Fannie Lou Hamer's famous quote: None of us are free, until all of us free. And that freedom is also in our ability to speak and write the way we choose.
I also can't help to think about cultural appropriation after reading your responses. The amount of money that is made by people who are not Black, who use Black English. However, I consistently hear people label it is as informal, slang, ghetto, etc. I wonder how each of you can use the power you have to address this? To ensure that everyone is free.

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I notice that the examples of diverse language and grammar on television, specifically in the TV show The Proud Family: Louder and Prouder really reflects the culture of the African American family that is being depicted in the show. I can compare their language to the language that is used by my family, who is white and uses mainstream English. The show would be very different if the writer chose to have the characters speak in mainstream English. Another thing that I noticed was that the Black English used was very reflective of the Black English that I have heard some of my students speak. It also follows a lot of the rules of Black English that were talked about in Lee’s article Why “Correcting” African American Language Speakers is counter productive such as taking of the g in words that end in -ing when they say things like, “You always movin’ stuff.” Because of this, I believe that this show is great representation for people of color who use Black English and can be used as a teaching tool. On the first page of chapter 10, Baker-Bell acknowledged that Black students are discriminated against based on the color of their skin and also the language that they speak. Bringing media like this into the mainstream could help reduce that linguistic racism against Black English speakers because the more it is represented the more that way of speaking will be considered mainstream as well. This also aligns with one of the National Council of Teachers of English (NCTE) goals for speakers of Black English that Lee mentioned, “‘Help students value their linguistic-cultural heritage.’” Seeing their linguistic cultural heritage represented in media can help students to find the value in it.

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A screenshot of me watching the Proud Family: Louder and Prouder on Disney+. This show is a great example of Black English on television, especially for kids. 

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Hi Emma! I never thought of Kiese eating the way he does because of control, and I'm glad you brought it up because I totally agree. He hasn't had control over much growing up other than eating, so now that he's in a new environment his control over his body looks different. I also agree that there is this pressure to use white mainstream English that causes all students to fit the social order society wants them to fit. For the third question, I do see why grammar is important in the sense of white English is still heavily ingrained in standardized testing. So if students want to do well, we have to teach it. I think it just depends on how we teach it and that we explain to students why.

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Response to Daniella Downing - Grace Molling

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Response to Daniella Downing - Grace Molling

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That is a really good perspective that Kiese wants control of his life, so he controls what he doesn't want to put in his body. I didn't really take that from the text the first time around of what he doesn't want to have control over him, but now I definitely agree! That is a really good exercise for teachers to give their students as well! If mainstream English is out of some students comfort zones, than informal English should be a style of writing for those who only speak Mainstream English. This is a good way of expression AND making an equal playing field for all students! Thanks for sharing!

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1.) I think Kiese has always had a unhealthy relationship with food and his body. Whether that was because he would over-indulge because of the trauma he was dealing with, or now when he's cut out a lot of food groups in his life. I don't think it was necessarily a bad thing that Kiese realized he "found safety in eating" (p. 144). Although, him becoming obsessive over losing weight is problematic. Throughout the book, I feel like Kie will easily make a change in his life if he wants to make it; but,  usually there's a motivating factor. In this case, I do think the essay is what finally pushed him to lose weight. Unfortunately, I do think his weight loss may be his new coping mechanism which isn't healthy. I believe if he was working out everyday and cutting things out (to a degree) would be healthy if he was doing it because his body and mind felt better.
2.) I 100% think that denying Black and Brown students the right to speak the way they are comfortable perpetuates this statement, amongst many other things. Throughout school I've seen microaggressions happen daily to Black students. Whether it's the teacher not taking the time to learn how to pronounce their names, correcting them when they speak, or even when dismissing their requests to acknowledge racist behavior of another student. Therefore, if Black students feel this, white students see it and some choose to be bystanders, while others choose to continue the hateful cycle. Both are equally as guilty. With that being said, when Black students aren't able to express themselves the way they want to, it gives white students the idea that they are superior. Just like the frat boys who were wearing afros and confederate flags and using racial slurs.
3.) After student teaching, I've realized how hard this is. Not because I don't want students to speak freely, or the way they're comfortable; but, I've recognized so many of my Black students have been failed by the school system for so long that they don't seem to want to talk. When I have asked how to properly say their full name, they give me a nickname to say. When one girl told me she hated English, it was because she said she felt illiterate. With this being said, I feel like not only do teachers need to strongly encourage students to use their voices; but, teachers also need to actively fight the system they work for. I can explain to the students that I have to teach them white mainstream English right now for things like the SAT, but that it doesn't need to be the language they use in my classroom or in general. Right now schools are doing a large disservice to all students by pretending white English is the only way to speak in most settings.

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1) I think that regardless of his new lifestyle Kiese has an obsessive-binge personality when it comes to coping. Meaning he cannot do anything in moderation in times of stress. Now, he is more mindful of his relationship with food, which is good to be conscious of when it is a coping mechanism, but it is an extremity because he practically stopped eating all together. The influence of his mother and the childhood trauma of always being self-conscious with girls, kids, etc. about his weight, weighed a lot on him until he got to a PWI and it all crashed down on him. Now, he works out a lot to try and feel good about himself, but it is obsessive and he replaced binging with food to binging with working out. That still constitutes as an eating disorder, so it is still detrimental to his well-being since he feels silenced about his feelings.

2) I think that Black language is definitely used as a premise to discriminate black children in school settings and perpetuates that statement. This statement shows the uncomfortability of African American children, who are just trying to recieve an education. I believe that the stereotypes and the mental abuse received by teachers about the way they talk, can discourage them completely into not wanting to learn or speak in class. I don't necessarily believe that Black English "encourages" racial disparities in school disciplinary actions, but it is used as a vessel of approval for these administrators to place these kids in a difference category than others for any class, disciplinary action, etc.

3) As teachers, I think that it is a necessity for all children to talk in class freely, write free writing assignments or creative writing assignments, and give positive feedback on language structure rather than different types of grammar. A big part of it is listening. I think that it is our job to listen know that we can learn something new too. Everyone makes mistakes, but as a teacher, we can learn to properly correct our mistakes, whereas if those mistakes are towards children, they may have to cope with that for the rest of their life.

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I liked how you brought up the point that the books Kiese was reading may have shifted his change on how to cope.

I think the stigma around Black and Brown English stems from the over-teaching of mainstream English. Mainstream English is only so "important" today because that is how it has always been. But by still teaching this, it is in a sense not allowing POC (or anyone for the matter) to speak and write freely in the educational setting because they would still feel the pressure of mainstream English and condemned wrong for not using it in the classroom. Maybe as teachers, we can talk using mainstream English (if we prefer), but not enforce it/teach it, that way students know they can speak how they feel comfortable. When they speak how they prefer, it is also important to not correct them under the terms of mainstream English.

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1. Compared to the last section that we read, Kiese's relationship with food changed a lot. In the previous section, we see Kiese overeating and using food as a coping mechanism to deal with his struggles. In this section, we see him eating less and losing almost 100 pounds. I believe that all of the books that Kiese read over the summer after his first year of college really influenced this change. They made him think about his identity as a Black man, and the way that coped with struggles that may have come from that. After he realized that the reason he was eating so much was to cope with his trauma, he started changing his ways. He was then relying on reading, writing, and exercising to cope with his difficulties. I think that his weight loss is helpful to his well being, as he states on page 144 that he was the happiest he’d ever been in his entire life and others, like Nzola were noticing that too.

2. I definitely think that denying Black and Brown students to speak the way that they are comfortable helps perpetuate this statement. There is still such a stigma around Black English in our country, especially in educational settings. Because of this it is still common for Black and Brown people to be judged for the way they speak and others may target them because of this way of speaking, which I think is sad. This encourages racial disparities in school disciplinary actions because school administrators may have the same biases against individuals that use Black English and target them for that reason.

3. As teachers, I think it is important to allow students to speak freely but still teach the rules of mainstream English, as they are still important in educational settings. A great way to do this would be to use the English that students use at home as context for teaching about mainstream English. For example, students could compare words that they typically use at home to the mainstream English version of that word. I remember learning a little bit about this idea in my EDUC258: Cultural Diversity, Schooling, and the Teacher course, where we watched a video of a teacher doing a lesson using this idea, and the students seemed really engaged in it.

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1) I think the last section we read definitely focused much more of Kiese’s unhealthy relationship with food and his body image. His eating habits seem to be a source of control for him, like when his mom leaves and he says he feels free, then he goes on these eating binges without having to worry about her comments about it. He also clearly uses food as a coping mechanism for his pain, like when he reheats and eats old pizza from dorm garbage cans, to cope after Nzola breaks up with him. I think his relationship with food is only able to change when he replaces compulsive eating with compulsive exercise and another, opposite type of disordered eating. I think it all stems back to this idea of control, even with his controversial writing, and how his mother had controlled so much of his life. He was free to control his body and his mind, but to a point of obsession and it is becoming detrimental and reckless.

2) I think in school settings are expected to speak proper, mainstream English, and that if you speak any other way, you are considered uneducated. There is an unrealistic expectation and almost requirement to conform to the rules of mainstream English, which I think is where the problem is. Your dialect is the product of your environment and it’s what you know/are comfortable with, so to consider it uneducated to speak in your dialect and to be pressured to conform erases identity and culture.

3) It’s important to let students be who they are and be a space without judgement, but there are rules in English and grammar, and I think it’s important to teach these rules and to emphasize when it’s essential to practice and use them, like in writing. When students are speaking informally, I don’t think it’s appropriate to correct them in most circumstances. I can remember many instances when a teacher publicly shamed student’s grammar and made a lesson out of them, and I think that just leaves kids feeling embarrassed and ashamed. It’s a tough question, but I think the rules of English are necessary to learn and it’s all about teachers deciphering when it’s appropriate to step in.

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Hey Virginia! I enjoyed reading your response and agree. Your answer to number three stood out to me because it is very true. Kie was given a hard time for the ideas he published on campus because it was not what the white students wanted to hear. I interpreted this question differently in my response and spoke about encouraging students to speak in their home language or a suiting language. I like how you mention "voice." I agree that a writer's voice is an important aspect of the piece, and teacher's need to encourage students to speak their truth and advocate for themselves. This can be done through using culturally relevant pedagogy and tying in social justice issues that the students resonate with.

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1. Kiese's relationship with food definitely changed over the course of this week's reading, and I don't think in a healthy way. Before, he used food as a coping mechanism which resulted in poor body image and self esteem. He felt hopeless with his relationship with food. When he got to college, he began binging, and describes himself as feeling "so free" and "so fantastic" (p.134). After reading the quote in "Nobody Knows My Name," he imagines it was written fir him. He reflects on how he used to use food to cope, and feel safe from it. He then stops eating everything except one ramen packet every other day, which is a very unhealthy way of losing weight. Kiese, I believe, wants to feel in control of his life and relationship with food, and does so by controlling what he doesn't put in his body. He also runs 6 miles everyday. He is so proud and obsessed with his new figure and the new identity he feels in his new shape. I feel this weight loss could have been done in a more healthy manner, but the way it was carried out could be detrimental to his physical and mental health.
2. I believe students of color should be able to speak in a way that is comfortable in the classroom. Making them speak mainstream English rather than informal or mother tongue language is wrong. School should be a safe space for students, and they should be able to show their true identities. Language is a huge part of identity. If a student speaks with a certain dialect at home, they should be allowed to speak the same way in the classroom. If a teacher wants to enforce mainstream English, they should only enforce it in academic writing pieces, not in general classroom conversing. This strips students of their identity, as language is a huge way for students to express themselves. Black English is viewed in some manners as uneducated and disrespectful because it is not mainstream English. This encourages racial disparities in disciplinary actions because the school is more likely to give a more severe punishment to a student using black English if they view them as a trouble maker (because they do not speak mainstream English).
3. In the classroom, we can allow students to express their voice through their individual language, and mainstream language. Smaller activities and informal writing exercises can be used to allow students to write in informal language that reflects their background. More formal writing assignments such as papers can be written in mainstream English. It is also important to explain the significance of both forms of language, and say that both are acceptable in the classroom.

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Response to Mackenna (From: Virginia H.) 

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Response to Mackenna (From: Virginia H.) 

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Hi Mackenna,

I really like hearing your ideas about allowing them to write freely in our classroom. I also agree that we should embrace writing rather than restrict and critique it. However, all I can think about are the constraints teachers are in themselves. So many teachers in the world want to create these robust and free classrooms however we are contained to the strict curriculum. I would like to explore ideas on how we can find the balance between allowing our students to have a creative writing outlet but still following standards enough to make our bosses happy.

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1. I feel that this section is quite a shift from past sections. At the beginning of this section, Kie mentioned that he used food to cope with stress, depression, and assault. This would cause him to binge on food even when he had to steal in order to get it. However, towards the end of the section, he started turning toward exercises like running, pushups, and sit-ups in order to cope with life's battles. I believe that he has not found a healthy balance with exercising yet. He has reached the other extreme to his overweight battle. Instead of binging, he is now starving himself. He has almost has become obsessed with this new lifestyle because it makes him feel like he is finally the person that everyone else wants him to be.

2. I believe this quote still continues to align with today's education system because it shows that young black and brown students are still facing similar struggles that their ancestors did. Young colored students are often still criticized and scrutinized over ‘just being’. Whether this is them trying to communicate with the world of white people or them just trying to live amongst white people, they are held to harsh regulations.

3. I believe that Kie got in trouble for his ideas because the community did not want to hear what he had to say. His ideas were far from what society or the bulk of readers wanted to face in that time period. As teachers, we must continue to encourage our students to speak their voice however we should also become advocates ourselves. I believe that Kie’s mainstream English helped his message get across so well that it angered the community. Us teachers should become advocates for our colored students and help support their ideas when they are presented to the community. However, not all students can contract themselves to the constraints of mainstream English. How we view media changes rapidly every day. We teachers can encourage the exposure of those various types of media to our students in order to help them reach different types of audiences. At the end of the day, we need to be there as un-bias support systems.

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Response to Facilitator- Mackenna Kerrick

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Response to Facilitator- Mackenna Kerrick

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1. Kiese's relationship has become more mindful and healthy with food. I do think he is finding other ways to cope as when he was previously stressed, he turned to food. Now, to take his mind off stress and old eating habits, Kiese has turned to working out and strictly writing. I think everything around him influenced the change. How others viewed him and others who look like him, going to a predominantly White campus, and him recognizing his own weight gain, as well as his mother. I think his weight loss is mostly healthy. He is now putting his energy else where in attempts to make a change on campus and for his health. However, it could become detrimental if Kiese relies heavily on losing weight where it affects other relationships and aspects of his life.
2. Although everyone says there has been a significant change on how Black and Brown people are treated in school and in general, they still are not treated equal or like non people of color. So, although now people may be more aware compared to what they once were, I still do recognize that some people of privilege would say these thing like "typical... black men..." So, it aligns as some still do have these preconceived notions of Black men in this nation. I do think denying Black and Brown students the right to speak how they are comfortable does perpetuate this idea as it is still taking away from their educational freedom.
3. I think as a future teacher, it is important to let our students write very freely in their writing. It is their space to be uniquely them. I think we should embrace writing rather than restrict and critique it. This way, students of color will know from the start that they will not get in trouble for their writing and the pressure of mainstream English is not enforced if that is not how they want to write/speak.

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1) Compared to the last section that we read, how has Kiese's relationship to food changed and what do you think influenced that change? Do you think Kiese is finding other ways to cope with difficulties and if so, what is he relying on now? Do you think his weight loss is helpful or detrimental to his own well-being?
2) On page 150, Kiese recaps a statement made towards him by the NAACP stating, "...everything that happened was typical of the bodily terror young endangered black men in this nation face when just trying to get an education" (Laymon, 2018). Do you think that denying Black and Brown students the right to speak the way that they are comfortable speaking helps perpetuate this statement? How does the usage of Black english encourage racial disparities in school disciplinary actions?
3) Throughout the novel and especially in this chapter, we've seen Kiese's mother have expectations regarding his grammar due to a standard that she thought she had to meet for white people. As a result, he learns to writes using "mainstream" English and not the vernacular he uses when speaking. As teachers, how can we allow for students to speak freely yet still teach the rules?

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Response to Juliana Carey - Anna Sellers

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Response to Juliana Carey - Anna Sellers

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Thank you so much for sharing your experience! It's so cool that you get to take this class and connect it to what your student says to you and allows you to embrace it. I'm so glad you acknowledge that they have to code-switch at such a young age, and I hope one day that can change. Have your students been taught by other teachers to try to change the way they speak?

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This is a picture of me and my two former teachers from high school. Before having Ms.Forcucci, I thought I had an idea of what it meant to be Black or Brown because I had Black and Brown friends.  Sometimes I'd notice my friends who were Black or Brown would seem more comfortable around people who shared their grammar and looked more like them; and sometimes, it made me feel hurt they couldn't be comfortable that way around me. After having Ms.Forcucci as a teacher, she helped me understand why my thought process was problematic, as well as my classmates. She made ways for us to talk about things in class such as race, and I realized a lot about why even though I can be best friends with someone who is Black or Brown, that doesn't mean we are going to share the same experiences or at times, the same grammar. She demonstrated this by stepping down from positions, reaching out to Black public speakers to speak to our class, members of the Latinx community from non-profits and more. Through all this, I was able to learn that what I grew up saying such as "it's been a minute" "prolly" and more, was actually part of Black English.  I often see this language being used by my friends, Dr.P, spoken word, sometimes in shows, rap, and celebrities. Sadly, more often then not these terms get used frequently, but no credit is given to the Black community for creating them.

Response from Julianna Carey -
I really enjoyed reading your post. It's awesome that you had a teacher in high school that allowed space for you to talk about the experiences of Black and Brown individuals. I had never had those types of discussions until collage, so its great that you were already familiar with talking about those things. Ms. Forcucci seems like a really great teacher!

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A card that a student, who is a person of color, wrote to me on my last day of student teaching last year. 

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Most of what I know about the home grammar and language of Black and Brown people/students comes from working with Black and Brown students in schools. Coming from a majority white area, I had never had the opportunity to work with students of color before I came to collage. Both of the schools that I have student taught in and the schools that I substitute in are very diverse schools, and I am fortunate to have that experience. I can see the language and grammar of Black and Brown students used in many different areas during the school day. Black and Brown students often use Black English when they are casually talking to each other before/after school or at recess. I also see a lot of Black English in their writing, like the picture shows. I have found that young students often try to write like they talk, so when they are reading over their writing the use of Black English sounds natural to them. For example, the student who wrote me this letter probably uses the phrase "that don't mean" in casual conversation, so it sounded naturally for her to write it like that. This student was in 4th grade, so they are still learning the rules of mainstream English and navigating how to code switch when writing or speaking for different purposes. This doesn't mean that this student is any less educated than any other student, and she got her point across in her writing without using mainstream English.