What is Worth Learning?
I thought that the Blackout assignment itself reflects the basic curriculum types we learned about this week. Some aspects are highlighted, some have an underlying meaning, and some are omitted completely. I truly enjoyed the last blackout poem assignment we did, so I was excited to see that one of our assignments this week was to create another one. I felt that the excerpt from Doing Right by Our Students encompassed the topic of this week’s unit, so creating a shorter but just as meaningful poem from the words was a bit of a challenge. My final poem turned out like this:
In order to reclaim our schools as sites of real learning and safety rather than suffering and racial trauma, it is necessary to help prepare teachers to critically examine what curriculum viole
nce looks like within their discipline. Both prospective and current practitioners should cont
inue to frame teaching as a reflective and reflexive practice by asking important questions of t
hemselves and their curricula.
Teachers should have continued support for professional development that is antiracist at its co
re and includes narratives of joy and resistance.
Most importantly, it is the wrong reaction for teachers to avoid teaching Black histories forfear of perpetuating curriculum violence. Remaining silent or choosing
to omit certain elements of history has the same impact. We must want to do the right thing by our students, even if that means we have to struggle to learn more and seek feedback from students about
the impact of our curricular choices. We should want to review and revise our existing lessons to ensure we’re not weaking havoc on our students’ emotional and intellectual lives.
We do this so that we can begin the process of educational reparations—wherein we repair the harm that we have done to children by reconstructing curricula that have failed them.
The focal point of this week's module was about the different kinds of curriculum presented, insinuated, or omitted from classrooms. I prioritized the words, "reclaim real learning" because I believe this encompasses the bigger picture. We have to let go of the inhibitions that limit our teaching. Even with the suffering and trauma of our history, there is also joy and resistance. Educators should not let fear of the unknown dictate the flourishment of students. Even though it can be scary to venture further and constantly gain more knowledge about the history that our society has avoided, it is necessary. Every student deserves to be taught in a way that allows them to grow and understand the world around them. By limiting or selectively choosing only snippets of history, we are continuing the cycle that perpetuates misunderstanding. The education system must “repair” the damage it has done and work towards a brighter future.
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You have an amazing blackout poem. This is one of my favorite poetry features to do with students. I feel that we have to find a way for us as educators to find a way for teaching to be more how it should be. I feel as if the battle will really come with how the TEA and Department of Education have the curriculum that they want to have taught. It feels like a hands tied situation because we have to teach to the TEKS and the STAAR test. Granted that doesn't mean that there can't be a way to stay with the curriculum and still teach beyond the textbook.
ReplyDeleteThank you! I agree that the biggest struggle we have as educators is the fact that there are mandated curriculums that could conflict with efforts to expand our teaching. It is a difficult situation. However, although there are specific explicit lessons we are required to teach, I think it is possible to do so in a way that promotes different perspectives. Especially with hidden curriculum, our intent and the way students interpret their experiences in the classroom have a big impact on their learning. Meanwhile, we cannot ignore the importance of the curriculum that has fallen into the null category. There are significant lessons and truths about our history that are being ignored or put under the rug. In order for future generations to understand different points of view and grow into intellectual, as well as compassionate members of society, we need to recognize that we cannot tell a single story.
ReplyDeleteAshley, I believe your blog was a great way to represent the module and your blackout poem is amazing. As a future teacher, I can most definitely see myself using the blackout poem assignment in my classroom. When using the words “reclaim” and “real learning” in the first stanza of the poem I believe is a powerful start because of the struggle teachers have getting stretched to thin with how we educate our students. Teachers are expected to teach students in certain ways with particular information sometimes causing a conflict in how students interact with the education given. On top of that struggle comes the stress of making sure all the TEKS are met and that everyone is feeling confident about the STAAR test. I agree with you about letting teachers not be trapped by limitations and letting them help and teach the best they can because overall as long as students are getting the education they need that is the key to a bright future.
ReplyDeleteThank you, Maddy! Even though there are some limitations, I do not think we should allow this to keep us from trying at all. To not do what is right would be a disservice to the students that rely on us. We can understand that these limitations exist and approach teaching with an open mind, with a drive to help students excel despite the current situation. Letting go of that fear of the unknown, such as difficult topics like gender and race, will allow us to empower our students to think critically while having a well-rounded understanding of the world. I think many people do not want to admit the past of this nation or shape it to fit a certain mold. However, it is not the truth. Only including certain aspects and omitting others limits the perspective and inhibits true growth.
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