These are articles related to issues around equity, access, and social justice.
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Author: Elizabeth Rorschach Summary: What are the constraints of teaching the five-paragraph essay? Rorschach argues that its preset format can lull students into nonthinking conformity and questions whether struggling writers need such a format to be successful. Dive into this provocative piece, complete with student writing excerpts.
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Author: Lynn Jacobs Summary: This article provides the background story of the development of the Know ELLs Ning, “a space where teachers come together to share resources, support one another, and discuss their successes and challenges in teaching English language learners.” The Know ELLs Ning is a useful resource for individual teachers as well as teachers leading professional development sessions, inquiry or study groups, or within an invitational institute to explore content related to teaching English learners.
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Summary: This 2007 report by the Carnegie Foundation and the Center for Applied Linguistics identifies challenges faced by adolescent ELs in meeting grade-level academic expectations. It also provides recommendations for teacher education, educational research, school administrators and policy makers, along with instructional approaches likely to increase student achievement. The downloadable PDF would be an excellent resource for teacher leaders designing professional development programs, developing grant proposals, doing advocacy work, and developing knowledge about teaching middle/high school ELLs.
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Author: Judith Rance-Roney Summary: How can teachers support English learners, including recent immigrants, in language acquisition while also investing all students in creating a classroom culture that encourages shared experiences, knowledge construction and the integration of resources that ELs bring? Judith Rance-Roney’s answer was to create the Culture Share Club as an intentional learning community within the classroom. Rich descriptions of many effective practices with solid theoretical and research grounding makes this article a must-read for study groups, professional learning communities, or professional development.
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Author: Lisa Ummel-Ingram Summary: Lisa Ummel-Ingram tells the story of engaging her third graders in creating books that honored their lives, language and cultures through storyboarding, sharing, conferencing, gathering information, and illustrating. Student ownership, confidence and language development extended into subsequent years as students saw themselves as authors and learners. This piece provides many details and examples of what worked as well as challenges along the way. It could be a valuable resource for elementary teachers or workshop leaders looking for specific ideas and support for implementing workshop approaches and culturally responsive teaching with language learners.
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Author: Dana Loy Summary: Through a year-long drama and playwriting project with her bilingual class of 8th graders, Dana Loy and a visiting artist engaged her students in writing stories that could be dramatized, learning about playwriting and working together as actors with the goal of developing a script that would be performed in a university theater. Along the way, these immigrant students drew on their experiences and strengths, improved reading and writing skills in both languages, discovered confidence and a sense of community, and increased their chances of remaining in school. An inspiring article filled with rich detail and examples that could be useful for teachers and sites interested in exploring intersections between writing and the performance arts—in classrooms or other youth programming.
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Author: Eileen Kennedy Summary:In exploring how to encourage her Caribbean teacher education students to use their vernacular dialects (vernacular Englishes, Spanish, and Haitian Creole) in narrative writing, Kennedy discovered reluctant writers who lacked confidence, in part because their use of home languages had always been suppressed. Over time, she helped her students compose drafts in their home language(s) and use Standard English for final drafts. For teachers and sites wanting to explore political and sociological implications related to suppression of home language and devaluing of students’ cultures and identities, this piece provides a rich, theoretically grounded narrative of strategies and possibility.
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Author: Kathleen Hicks Rowley Summary: This article describes how a teacher introduces her students to liberatory practices and protest movements as a framework for year-round readings, writings and curriculum. Based on the understanding that part of a teacher’s role is to help students make connections to moral responsibility within the world, the teacher/author designs curriculum that includes a classic novel like Lord of the Flies with its themes of injustice and places it alongside a study of trauma and mass incarceration. Reading/writing connection ideas like this are relevant to educators seeking curriculum that explores critical literacy and concepts of injustice. Community youth writing projects could also use this resource.
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Author: Linda Flower, Lorraine Higgins, Wayne C. Peck Summary: This resource describes the process emerging from a Community Literacy Collaborative (CLC) initiative that enabled youth to use inquiry and writing to enter into a policy discussion about increases in school suspension and for their university mentors to enter into the discourse of urban teens. The approach is designed to promote intercultural discourse across race, class, gender, age, and economics barriers. Remarkably current (the school to prison pipeline comes to mind), this piece provides real world examples undergirded by a strong theoretical rationale and would be a useful resource for those framing community-based projects aimed at advocacy and civic engagement.
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Author: Jan Hillskemper Summary: Increased parental involvement in student success is a goal of many schools and teachers. However, there can be vastly different ideas on what parental involvement looks like at school. This article, a useful resource for teachers and study groups addressing the complex issue of parent involvement, examines how teachers can drift into a set of misguided assumptions when they mistakenly believe parents have the same values and expectations that they have, and that their beliefs about parental participation are the “right” ways for parents to be involved in their children’s education.
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Author: Cathy Fleischer and Kimberly Coupe Pavlock Summary: Looking for ideas for ways to reach out to parents to help them understand why we teach writing in the ways we do and to share successful strategies for how they might help their children or teens with writing? And what about looking for ways to build awareness of the connections between high school and college writing? This article, filled with research-based strategies and examples for those seeking to facilitate such experiences, also makes a case for how successful workshops with parents can help them expand their knowledge beyond what they know from media and legislative mandates to become “informed, knowledgeable readers of educational reform and potential advocates for change.”
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Author: Glynda Hull Summary: After introducing cases of underprepared students using computers in a community college literacy course, Glynda Hull raises important issues and tensions related to the role of technology in the teaching of writing. While she argues for the democratizing potential of “information technologies” to support a liberatory pedagogy, she also acknowledges that greater access within structural constraints of schools and writing centers must also be addressed to best support the diversity of these students. Although there are a few terms and technologies representative of its 1988 publication date, this piece may be explored from an historical perspective, perhaps as part of a study group or retreat focused on equity, access, social justice and advocacy.
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Guests: Stephanie Jones, Jen McCreight, Angela Dean, and Jaye Thiel Summary: In this NWP Radio show, Stephanie Jones, co-director of the Red Clay WP at the University of Georgia, and several Red Clay teacher-consultants share their experiences from a school-year teacher inquiry group that led to the publication of Writing and Teaching to Change the World: Connecting with our Most Vulnerable Students. The group discusses how they each focused closely on one student who was on the margin of the classroom community and used narrative inquiry to explore their beliefs, understandings, and practices related to critical pedagogy. This resource is useful in planning and/or leading professional development, study groups, or teacher inquiry focused on individual students and their work. A sample chapter from the book is also included.
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Author: Art Peterson Summary: This article by Art Peterson describes how Lee Anne Bell, author of Storytelling for Social Justice, explores the tension between stock stories and counter or concealed stories in order to develop an anti-racist pedagogy. As Peterson notes, “Bell’s purpose is not only to expose the myths that support the stock story, but also to help those she works with create what she calls transformative stories. . . stories [that] ‘imagine alternative scenarios for racial equality and articulate strategies to work toward these visions.'” Resources attached to this article include a link to Bell’s Storytelling Project Curriculum and may be most useful in planning and designing professional development related to issues of equity and social justice.
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Authors: Marlene Carter, Norma Mota-Altman, and Faye Peitzman Summary: How can teachers remain connected to a writing project learning community? This appendix to the monograph, Creating Spaces for Study and Action Under the Social Justice Umbrella, describes a number of program models that support teachers as they continue their professional growth after a first NWP experience at the UCLA Writing Project through “one-day, multiple week, full-year, and multiyear engagement.” These program ideas are adaptable to a range of NWP sites or teacher-learning groups.
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Guests: Mary Buckelew, Carol Minner, and Paul Rogers Summary: Youth programs invite teachers to apply their experience in new contexts including after-school and summer programs with students, families and their local communities. This NWP Radio show features youth program models from three National Writing Project sites. Teachers who are planning programs for youth may be especially interested in the following segments: (2:16-5:44) which features a discussion of the overall potential and value of youth programs; (28:30-34) which describes program partnerships with museums, national parks and botanical gardens and the key role of teachers in leading the work; (45:15-48:38) which features a discussion of youth programs that work with migrant students. The show also includes a discussion of how youth programs can contribute to the financial stability of a writing project site.
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Author: Art Peterson Summary: This short article illustrates ways a teacher can engage colleagues in professional learning and provides examples of classroom activities that build connections between EL students, their parents and their community. Engaging students in creating digital movies to document the history of discrimination along with the impact of the Civil Rights Movement, Katie McKay encouraged students to consider how agents of change have been successful in securing individual rights. This multimodal, multi-disciplinary piece could be helpful for new teacher leaders or those finding themselves seeking ways to create authentic intersections with their colleagues and their English speaking and EL students built upon respect for all learners.
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Author: Pamela Morgan Summary: Linda Christensen’s work is a great starting point and resource for anyone looking to integrate teaching for social justice into the classroom or designing/facilitating a professional learning experience focused on social justice and equity. Included with the article is a brief video interview with Christensen, a bibliography of additional Christensen articles and books, a review of her book, Teaching for Joy and Justice, and a downloadable sample chapter from the book at the bottom of this page.
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Author: South Coast Writing Project Summary: Although conversations about race and diversity are not easy, they can allow teacher leaders to examine and interrogate their beliefs and practices to determine the direction of their teaching and of their writing project sites. This article describes how the South Coast Writing Project spent two years engaged in “courageous conversations” around issues of diversity as a way to better meet the needs of the linguistically diverse student population in the area. Also included are useful details on how the program started with an open institute and links to several of the key resources used throughout the project’s implementation. The article and its related resources might inspire study groups and leadership teams to engage in their own critical reading and courageous conversations.
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Guests: Jonathan Lovell, Mary Warner, Marie Milner, and Brandy Appling-Jenson Summary: Directors and teacher-consultants from the San Jose Area Writing Project discuss their book, Teaching Writing Grades 7-12 in an Era of Assessment: Passion and Practice. The following key questions guided their work: “Why might my students wish to engage in the performative activity of writing?” and “Why might they wish to engage in this practice with not just dogged persistence, but with genuine passion?” Through powerful voices, two of the teacher writers discuss an I-Search project (segment: 20:54–31:27) and ways of empowering language learners (segment: 31.45–47).
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Author: Linda Christensen Summary: This brief yet powerful article by Linda Christensen is sure to encourage thoughtful and extended professional dialogue among educators grappling with dilemmas about students’ home and school language. Christensen describes practical strategies for honoring students’ home language while also helping them achieve greater command of the gatekeeping language of power, standard English. This article would work equally well as an introductory reading in an extended professional development institute or as a central focus reading in a shorter workshop.
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Authors: JoBeth Allen, Jennifer Beaty, Angela Dean, Joseph Jones, Stephanie Smith Matthews, Jen McCreight, Elyse Schwedler, and Amber M. Simmons Summary: In this chapter from Family Dialogue Journals: School-Home Partnerships That Support Student Learning, the authors discuss what they have learned from families and how family funds of knowledge became central to their curriculum, creating what they call a “connectional curriculum”—practices that link classroom learning with families and communities. There are many K-12 examples of ways teachers, students, families and communities have used family dialogue journals (FDJs) to support the use of family funds of knowledge, to build community, and to encourage critical thinking about social issues. This is a rich resource for those engaged in family and community outreach and youth programming.
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Authors: Marlene Carter, Norma Mota-Altman, and Faye Peitzman Summary: This monograph provides an in-depth look at the UCLA Writing Project’s approach to exploring two social justice concerns—matters of race and issues of homophobia—and the design of two multiyear study groups that engage the learning community at the site. The authors chronicle how both study groups were moved to take action as a result of their work together, and describes the programs they created and the impacts of these programs. Finally, the authors reflect on how these study groups have impacted the work of their site, and on the significance of nurturing long-term, focused continuity work for teachers. The monograph would be useful for teacher leaders interested in organizing and leading study groups focused on social justice issues, and/or in learning about strategies that support honest conversations among thoughtful colleagues.
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Authors: Dina Portnoy and Tanya Maloney Summary: This article examines how the Philadelphia Writing Project partnered with the University of Pennsylvania and Teach for America (TFA) to provide new TFA teachers with an additional week of focused training before they entered the classroom for the start of the school year. The program is designed as a collaborative model to help the TFA teachers learn about building strong classroom communities, learn about and see the diversity of the urban school as an asset, and develop relationships with experienced and successful urban school educators. In addition, the program looks specifically to initiate the TFA teachers into the reflective practices and teacher inquiry processes inherent in NWP sites and work. This article would be a timely and useful resource for any TCs, teams, or sites considering working on professional development/mentoring for educators new to the profession, early in their careers, or those moving into a more diverse school setting for the first time in their careers. It might also serve as a good resource for sites looking at intensive one-week models that focus on issues of classroom diversity or as an alternative to the traditional four-week Invitational Summer Institute.
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Authors: Linda Friedrich, Carol Tateishi, Tom Malarkey, Elizabeth Radin Simons, and Marty Williams Summary: What is equity? What does it mean to work for equity in schools? What does it mean to make equity central to our work as teachers and researchers? With a focus on inquiry, Working Toward Equity explores these and other questions in 13 narratives from a broad spectrum of educators chronicling their real work in classrooms, schools, districts, and professional development organizations. Of use both in planning and leading teacher research, it offers a rich variety of tools and protocols to support individual and group inquiry.
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Author: Susan Lytle Summary: When teacher inquiry groups “get real,” there’s bound to be some discomfort and challenge, so groups have to consider whether to resist or persist. That might be the time to reach for this piece. In this article originally written for The Quarterly, Susan Lytle advocates that collegial teacher research groups should boldly collaborate in investigating “risky” questions that open up their classroom to closer scrutiny and the possibility of critique. She contrasts these ‘risky’ groups with other popular forms of teacher research and PLC groups, reflecting on the challenges and opportunities these groups present to participating teachers. Original Date of Publication: Winter 1993 From the opening: As inquiry becomes almost a buzzword, I find myself increasingly concerned about the risks inherent in teacher research becoming so common that it becomes mainstream, safe, even sanitized. I worry about a new orthodoxy, about invention and experimentation evolving too quickly into reified formats and teacher-proof cookbooks like those that followed upon early writing process research and that currently threaten the whole language initiative as it becomes the playground of publishers. I am also concerned that teacher research could become just another activity or project, an assignment or a topic in a college course, or another series of staff development workshops. It could become a way to create the illusion of support for fundamental change by “keeping the lid on” -by creating contrived contexts for collegiality, as Hargreaves (1989) has warned, without altering the structures that drive images of curriculum as knowledge transmission, that feed individualistic forms of professional development and foster new hierarchies, dividing teachers from one another. Teaching has long been a private and isolating profession. Yet teachers’ increasingly visible roles in collegial networks and their expanding participation in shaping restructured schools suggest that the mores of teaching are changing. As teachers reconfigure their work to emphasize its fundamentally social and political dimensions and as they struggle collectively to reframe classrooms and schools as sites of inquiry, there is an increasing need, it seems to me, for a critical discourse on how the concept of teacher research is being constructed differently by various teachers, teacher research groups, and university sponsors, and to what ends. To realize the promise of teacher research for dramatically altering practices of teaching and schooling, I think we need to explore in public forums how these differences may inform the ways that “the teacher research movement” gets forwarded, marginalized, critiqued, co-opted, trivialized and/ or strengthened in the coming years.
Related Resources
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Author: Cindy O’Donnell-Allen Summary: When a small group of language arts teachers from the Tar River Writing Project in North Carolina noticed that some students seemed less engaged in their classes, they decided to study their own practices, question their assumptions, and work systematically to change their teaching. Specifically, this inquiry project evolved into the LEEAP program: Leadership for Equity, Excellence, Achievement, and Partnership in 21st Century Classrooms, an initiative to support teachers in studying equity in their classrooms. In addition to the article, this resource also includes three digital-story videos exploring equity, created by the LEEAP team. This work may be useful as a model for conducting teacher inquiry to address specific issues of concern within or across schools.
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Author: Judith Rance-Roney and Lynn Jacobs Summary: With the goal of collecting “diverse perspectives in the field of teaching English language learners and to provide audiences with readings that will involve, inform, and inspire.” Judith Rance-Roney and Lynn Jacobs created this 41 page comprehensive annotated bibliography. Of special interest to classroom teachers of English learners, teacher inquiry groups, and professional development leaders, this rich collection contains many direct links to the original resources.
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Author: Ann Gardner Summary: With the goal of helping her students create free-form poetry that engages “the part of their brains that allows them to crawl into deep recesses of memory, shake hidden treasures awake, and write from their souls,” Ann Gardner illustrates each step of the writing process she introduces to her students. Sharing a close look at student writing, she juxtaposes specific revisions made by one student from the Navajo reservation with those created through her modeling with the class. This article would be equally useful in professional development discussions with teachers and team planning for young writers programs.
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Author: Katie Kline and Thomas Ferrel Summary: When one site’s self-study revealed that recruitment, programming, leadership, access and relevance did not reflect or serve the diversity of the region they served, site leaders committed to developing plans for change. In this piece, the authors describe resources, relevant readings and strategies that emerged through the process of viewing the summer institute as an intentional focus for fostering change. Lessons learned and rich resources in this piece would be useful for teacher leaders in both new and existing sites wishing to address equity and access in proactive ways.
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Author: Anne Dobie Summary: Site leaders working in rural areas, especially for the first time, will want to read this piece that frames what it means to be a rural teacher, including some of the challenges teachers face in this context and implications for writing project institutes. Visiting and living the rural life for even a few hours helps provide rich context for the work. This is an excellent piece to consider for community building and partnership development.
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Author: Janice Jones Summary: In a thoughtful first person narrative, Janice Jones describes her inadvertent “silencing” of the only white student in a class of primarily African American and Latino students. An example of the power of a teacher’s personal reflection on classroom practice, this essay might serve as a resource for a teacher inquiry group or to spur teachers’ writing and conversation about race in the classroom.
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Author: Willow McCormick Summary: What happens when teachers asks elementary students to conduct research about relatively recent history? In this article, a writing project teacher offers a wonderful model for integrating authentic writing and social studies instruction. By exchanging letters with grandparents, her students build a deeper, personal connection to history while deepening their understanding of the Civil Rights era.
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Author: Norma Mota-Altman Summary: Bilingual teacher Norma Mota–Altman recounts her experience as a Spanish–speaking child in school and explains why “English only” policies exact too high a price from English learners and their families. In telling her story, she brings a human face to critical terms such as “funds of knowledge” and Cognitive Academic Language Proficiency (CALP)—factors that enabled her later to succeed as a bilingual teacher and as a co-director of the UCLA Writing Project. This engaging article could spark conversation in study groups or professional development sessions focused on dual-language/bi-cultural issues.
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Author: Marcia Venegas-Garcìa Summary: Educator Marcia Venegas–Garcia tells her personal bicultural story to “encourage…particularly those in power, to recognize that all children have their stories of literacy,” and to encourage a “less myopic,” more diverse view of teaching and learning. This personal essay, along with others, could well serve as a resource for inquiry groups exploring issues of diversity and bicultural literacy.
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Author: Jessica Singer Early and Meredith DeCosta Summary: This chapter from Jessica Singer Early and Meredith DeCosta’s Real World Writing for Secondary Students presents a writing workshop for ethnically and linguistically diverse high school students in which students receive instruction on specific genre features of the college admission essay. The chapter offers an overview of the college admission essay genre, key components of the workshop, samples of student writing, and professional resources for teaching the college admission essay. Equally useful as the focus of a professional development session or as the basis for a youth writing program, the chapter is especially relevant for teachers who work with linguistically divers youth as a way of providing access to “gate-opening writing tasks.”
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Author: Michael Thompson and Laurie Smith Summary: With the goal of providing materials to inform teachers’ understanding of Native American cultures, Thompson and Smith have compiled an annotated bibliography of “must-read” texts on the subject. This excellent resource can be used to inspire and guide groups of teachers in building local communities of inquiry devoted to Native American Studies.
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Author: Muriel Harris Summary: Interested in establishing a writing center at your institution? This resource describes all aspects of running a writing center and reviews the many issues to be considered by anyone seeking to establish one, from developing program goals to funding to staffing and staff training. Useful as the focus for a study group, advanced institute or program development meeting, this resource can serve to focus an inquiry into how teachers might take the idea of a writing center back to their schools.
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Author: Art Peterson Summary: A resource for educators interested in establishing writing centers or as a guide to professional conversations about the limits and possibilities of writing centers, this article reports on what one teacher learned from her experience of establishing a high school writing center. Jennifer Wells, a teacher-consultant with the Central California Writing Project, shares both the resources and mentors that helped her in foundational ways along with how she navigated the misconceptions of what writing centers do. This article and Wells’ book can serve as a guide for professional discussions of writing center development.
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Author: Heather Bruce Summary: Noting that “in literature and language arts classes at the secondary level, where we do not hesitate to study the impact of ethical mores in human lives, where we do not hesitate to teach respect for life, we have fairly well ignored our impact on the natural world or our relationships with it,” Heather Bruce argues for teachers to engage students in considering a range of difficult issues related to climate, environment, and the future of humanity. A useful resource for launching a content-area study that brings current environmental questions into the reading and writing curriculum.
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Author: Antero Garcia Summary: Acknowledging that, in these early years of the digital age, “literacies are changing . . . a lot,” Antero Garcia notes that this “is a resource of a specific moment.” Student projects, blog posts, discussions, and more from Garcia’s course “Teaching Reading,” in which he and his students undertook a “mutual inquiry into the ways reading is defined, enacted, and challenged within classroom spaces.” For teachers looking for a dynamic example of using a digital space as an integral part of a classroom inquiry, this resource-rich collection explores how technology and issues of social justice play into our conceptions of literacy.
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Author: Christina Puntel Summary: In this sample chapter from Assessing Students’ Digital Writing: Protocols for Looking Closely, a teacher-consultant shares insights from the collegial feedback she received on a student-led food justice project and the implications for her instruction and assessment. For teachers whose students engage in complex projects, this offers a model of how teachers used the Descriptive Review process to produce a more in-depth and valid assessment of student work than any traditional rubric could provide.
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Guests: Danielle Filipiak, Ben Kirshner, Ellen Middaugh, Nicole Mirra, and Paul Oh Summary: View this rich webinar about how and why preparing students for youth participatory action research (YPAR) leads to civic engagement, community improvement, learning, and literacy (cue the video to 16:52). Through this inquiry process, students gain an understanding of their communities and then can advocate for change.
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Author: Joe Dillon Summary: This blogpost introduces a foundational conversation for teachers interested in issues of equity, technology, and instruction and offers readers access to an ongoing discussion on Twitter about students as users of technology that has its own hashtag: #techequity. The post includes hyperlinks to a number of related conversations and blogposts.
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Author: Phip Ross Summary: This article offers several suggestions for how rural teachers can involve parents in literacy projects that impact student learning and engagement. Successful strategies include “parent-teacher-student journals.” These strategies may spark ideas for inquiry projects or study groups focused on developing family and community engagement.
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Author: Elizabeth Birr Moje Summary: Why should we help students learn how to read, write, and speak in different disciplines (e.g., science and social studies)? Watch this keynote address to meet Elizabeth Birr Moje who believes that when students learn the literacy particular to each discipline, they gain access to advanced learning opportunities. Moje positions disciplinary literacy as a social justice issue and offers rich questions that could serve as writing prompts and lead to challenging, substantive discussions.
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Author: Mary Ann Smith and Sherry Swain Summary: How can teachers create effective prompts that motivate students to show what they can do as writers? Focusing on purpose, audience, authenticity, and accessibility, the authors of this short book analyze existing prompts and provide guidelines for teachers in developing their own prompts for different modes of writing. They also consider adaptations for culturally or linguistically diverse learners. Excerpts from this book may be particularly useful in school-based professional development partnerships, as well as in teacher inquiry focused on assessing student work.
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Author: Anne Herrington and Charles Moran Summary: This introductory chapter discusses existing and emerging technologies and electronic text types for use in curriculum and assessment. While the authors provide examples of how teachers have embraced new forms of writing by developing relevant learning objectives and e-projects, they also argue that automated assessment of writing limits student writers in the service of data compilation needs. Useful as a teacher inquiry piece or for NWP site leaders as they work with state entities and school administrators in partnership development, this chapter has helpful references from experts who have sifted through various electronic tests, companies, and state processes.
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Summary: Imagine out-of-school learning spaces where museum and library educators create digital access for youth. The discussion focuses on students as makers rather than as consumers. Organizational partners discuss ways in which YOUmedia Network has impacted educators’ commitments to teen learning.
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Author: Dolores S. Perez Summary: Family Literacy Nights were created by teacher-consultants from the Sabal Palms Writing Project who partnered with two middle schools to reach out to parents and families in low-income communities. The article tells their story through examples and parents’ and students’ words (Spanish and English). It offers a set of guidelines and themes they felt would help to create inviting spaces that would encourage families and teachers to attend and participate; describes the TCs’ planning process of reading professional materials, writing and sharing personal writing which reinforced the value of writing and sharing cultures and histories; discusses ways that TCs and colleagues sat with parents and families to share their own stories; and provides a brief discussion of code-switching/translanguaging. This resource can provide background and inspiration for starting to work with families in ways that truly value the funds of knowledge of all involved.
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Author: Ann Lieberman and Linda Friedrich Summary: How do teacher leaders work for change within their own schools? What can we learn from writing project teachers’ vignettes that describe challenges as well as features of success? This article, illuminating findings from the NWP Vignette Study, could be useful to read in an institute focused on teacher leadership, collaboration, or advocating for school reform. In addition, new leaders who are supporting colleagues as mentors and thinking partners will find ideas and inspiration for their work in this piece.
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Author: Mike Rose Summary: Rose offers an in-depth portrait of a writing project teacher integrating the study of science and language arts in her first-grade Baltimore classroom, all while advancing and honoring the cultural knowledge and understanding of her thirty African American students. This chapter, “Baltimore, Maryland” from Rose’s Possible Lives, not only highlights curriculum development, but also offers a model for integrating student dialogue and student work while writing about classroom learning.
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Author: Tom Meyer, Fabiola Lieberstein-Solera, and Martha Young Summary: If you are planning professional development on the assessment of writing that involves students whose first language is not English, you may want to read this thoughtful article. The authors, the site director and two bilingual teacher leaders from the Hudson Valley Writing Project, describe an inquiry which focused on the question, “What if the writing rubrics we use don’t make sense to our bilingual students or their teachers?” By engaging in and studying a multi-faceted process of translating a rubric from English into Spanish, the team developed a rich approach to teacher reflection on student writing, assessment and writing instruction. Specific suggestions for planning are provided.
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Author: Wilma Ortiz and Karen Sumaryono Summary: How do we nurture intellectual curiosity, prepare students for a global economy, and validate and celebrate students’ cultures, language diversity and multiple literacies in an era of accountability and high stakes testing? The authors offer suggestions for ways teacher leaders can be advocates for equitable education and promote responsive practices for all students in spite of pressure from language and educational policies. This article could be a useful piece to read as part of a professional development series or study group on assessment and English learners.
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Author: Arthur Kelly Summary: Describing the family writing project that he developed and led, Arthur Kelly explains that such programs offer families the rare opportunity to come together and create a community of writers: “As in National Writing Project summer institutes, participants in family writing projects discuss ideas and issues that are important to them. They work together on activities, write extensively, and respond to each other’s work.” Useful for teachers exploring program models to support community literacy, this article includes several writing prompts that work in family writing contexts as well as a rationale for why family writing programs build community and honor writing as they honor writers’ lives.
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Author: Gavin Tachibana Summary: “Are you ready to talk about homophobia? About racism? About other personal and political subjects? How about with your students?” This article explains how two teacher book study groups focused on issues of race and sexual orientation. Each group established a safe space to have difficult conversations themselves which, in turn, helped them provide safe and welcoming spaces for conversations with students in their own classrooms. This resource provides ideas about developing curricula and creating inclusive environments for dialog that honor the backgrounds of all their students.
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Summary: This short list of LBGTQ books can be used when selecting texts to read as a teacher inquiry group or to use with students in a high school classroom. Annotated descriptions are included for each book along with other suggested book pairings.
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Author: Pamela Bodnar and Gail Desler Summary: For sites interested in creating opportunities to use writing and technology to connect students, teachers and community partners to explore intersections around issues of social injustice and to empower them to take social action, this curated collection of videos, images, and written words of children and their teachers provides a host of powerful stories and resources to inspire and begin to plan. The rich collection of resources demonstrate what it means for learners to have spaces and tools that enable them to use multimodal writing for inquiry and to “find a place in the world,” to connect historical events of social injustice to experiences of today and their own lives and identities.
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Author: Wilma Ortiz and Karen Sumaryono Summary: Recognizing that while their site programs were primarily serving the needs of suburban teachers in a service area that encompassed a large population of urban schools, teacher leaders at the Connecticut Writing Project-Fairfield named as a site priority the need to diversify site leadership. In order to be responsive to the contexts and needs of urban teachers and students, they examined and subsequently revised the readings in their programs putting “front and center works that signaled openness to discussions about race, culture, and language.” Of particular interest to teacher leadership teams working to address issues of equity and access at their own sites are the suggested readings included in the additional related resources.
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Author: Toni M. Williams, Diane DeFord, Amy Donnelly, Susi Long, Julia López-Robertson, Mary E. Styslinger, and Nicole Walker Summary: This article from the NCTE journal Language Arts reviews several professional books that explore issues of equity and access. The books reviewed share the view that, as educators, we can support academic success for all students by expanding understandings about home and community literacies. It would be useful as a resource for study groups and teachers searching for books for their professional libraries, while others will find useful information on community literacies in the reviews themselves.
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Author: Paul Epstein Summary: This article illustrates how two Writing Project sites In Maine and Montana explore how to help teachers address state laws regarding Indian education and improve the writing of Native American learners. It includes specific ideas for teacher leaders to increase their understanding of Native American culture by, for example, understanding the central role of storytelling and importance of place.
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Author: JoBeth Allen and Lois Alexander Summary: This sample book chapter explains what teacher-led critical inquiry means in a social justice context. Useful in planning inquiry groups with a social justice focus, it also includes excellent content to help teachers to bring a social justice focus to their individual inquiry practice and encourage their students to take a critical inquiry stance in the classroom.
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Author: Lynn Jacobs Summary: Students in a high school English Language Development class writing a book? Lynn Jacobs’ story of her students success can inform teacher study groups and inspire professional development sessions. For details about the project, powerful student voices describing the process, and ties to professional literature that help to explain how and why this was a possibility for Jacobs and her students, check out this inspirational article.
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Author: Valerie Diane Bolling Summary: Family writing projects are an powerful resource for families for whom English is not a first language and who are sometimes unfamiliar with the dominant school culture. The projects provide opportunities to build relationships among families, students and teachers while strengthening literacy. This article describes activities, structures and benefits of a family writing project developed in the Greenwich, Connecticut school community.
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Author: Maria Franquiz and Carol Brochin-Ceballos Summary: This short article emphasizes the importance of creating “a safe space for language and literacy development.” The authors argue for students’ rights to use their own “linguistic and cultural resources for learning.” Teachers who are eager for a conversation about about advocacy and Latino students, will appreciate learning how and why to build culturally safe and constructive classroom learning communities and curricula. The authors offer “four premises for fostering cultural citizenship” that are worth examining.
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Author: Britton Gildersleeve Summary: In the ever increasing focus on college-readiness, we can lose sight of connected learning, career-readiness and the joys inherent in making. This book review suggests that reading Matthew B. Crawford’s Shop Class as Soulcraft will provoke important discussion about out of school literacies, what counts as learning and the ways in which skilled, hands-on making requires critical thinking.
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Author: Katie McKay Summary: By crafting units of study that cast immigration as part of the American historical process, a teacher-consultant at the Heart of Texas Writing Project creates opportunities for her bilingual fourth-graders to explore immigration in a trusting and productive classroom environment. This article can support discussions about how to connect curriculum to students’ own knowledge, how to explore sensitive topics with younger children, or how to use writing to support students’ understanding of history or current events.
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Author: Carole Chin Summary: In this chapter from the NWP publication, Cityscapes, an elementary teacher describes how she uses the writing of students and their families to build community, honor family cultures and languages, and provide a forum to address fears, anxieties, and concerns. Threaded through the narrative are many suggestions for activities that teachers might adapt to their own settings and communities.
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Author: Marilyn McKinney, Rosemary Holmes-Gull, and Saralyn Lasley Summary: How can teacher leaders and writing project sites develop effective ways to collaborate with parents and families? The writers, all with the Southern Nevada Writing Project, argue that family writing projects help develop a writing culture, nurture authentic writing and democratic practice, build relationships between students and teachers, counter teacher burnout, and help develop teacher leadership. This article can inspire and guide groups of teachers to develop family writing projects that have the potential to influence their classroom practice as well as deepen their understanding about the assets that parents bring to their children’s education.
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Summary: In this NWP Radio Show, writing project leaders discuss their family academic literacy projects, developed as part of the Writing Our Future Initiative. Based in high-needs schools around the country, this work provides support and interactive programming for English Language Learners grades K-3 and their families. This resource can support NWP sites and groups of teacher leaders to understand some of the questions and issues involved in developing these programs, and provides models for adaptation.
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Summary: When adolescent readers can read, but won’t read, how can teachers get them engaged? Teacher-consultants in Maine created a summer wilderness camp where students discovered they had to read in order to do things they wanted to do. For example, they had to read about canoe safety before piloting a canoe, or study how to edit a film digitally in the process of making one about their adventures. The goal was to make reading and writing real and necessary. This idea would be readily adaptable for summer youth programs.
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Summary: A valuable resource for teacher inquiry into issues of race, equity and social justice, this bibliography includes key readings for those wishing to know more about the antiracist agenda of whiteness studies which recognize the need to identify “white” as a racialized category and a powerful symbol of privilege.
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Summary: A focus of the work of NWP’s Project Outreach—an initiative that supported resource development and program activities intended to enhance the capacity of local sites to understand and address issues of equity in their local programming– included identifying a variety of articles and book chapters to support teacher leaders as they explored equity issues. The texts gathered here will be useful to teachers in a variety of contexts at their local sites and in area schools including in advanced and invitational institutes, in study groups, and in school-based professional development to support inquiry into issues of access, relevance, and diversity.
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Author: Rosalyn Finlayson Summary: This review of Laura Robb’s book, Teaching Reading in Middle School, is a useful resource for professional development program leaders and teachers looking for strategies to implement reading workshop in their classrooms to benefit students at all reading levels. Sharing the impetus for and insights drawn from her inquiry into reading in her middle school classroom, Robb has identified a framework that enables all students, including struggling readers, to realize that being a successful, strategic reader is within their reach.
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Author: Heather Bruce Summary: Bruce explains how revision can be taught as a tool to critique unjust texts. She writes, “We must …speak back to those who would take our power from us and continue a legacy of damage to our students.” Reading this piece could spark powerful conversations about teaching for social justice while supporting students as critically active readers who write as a way to resist and/or advocate.
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Author: Chris Tsang Summary: When faced with difficult conversations and scenarios involving heated subjects such as race, class, gender, or language, role-playing can be used as a facilitation technique to create an entry point for dialogue and disruption. The author illustrates the experience of teachers in a workshop and discusses how role-play inspired by Augusto Boal’s Theatre of the Oppressed can be useful in helping educators navigate uncomfortable and troubling scenarios they have experienced or envision experiencing in schools.
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Author: Amy Clark Summary: What happens when we explore our “people”—when, through writing, we explore the richness of our culture, our family, our identity? How often do we find examples of a mother and daughter who have the opportunity to experience a summer institute together? This beautifully written narrative set in Appalachia could be a read-aloud in a workshop or summer institute to generate ideas for writing, or as a way to discuss family/generational literacy, dialect, place, and an authentic rendition of the many facets of the writing experience.
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Author: Art Peterson Summary: This inspiring story of Floris Wilma Ortiz-Marrero, a teacher-consultant with the Western Massachusetts Writing Project and 2011 Massachusetts Teacher of the Year, describes how she became a vocal advocate for her ELL students in a time when the state made it illegal to teach students in their native language. In addition Ortiz-Marrero’s story, there are several important resources referenced and linked within the article. This article and the related resources would be a great starting point for teacher discussion groups focused on the ethics of ELL and/or bilingual education and legislation.
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Author: Lynne Yermanock Strieb Summary: In this chapter from her book, Inviting Families into the Classroom: Learning from a Life in Teaching, Streib draws on an extensive archive of documents (e.g., letters from parents, class newsletters, and detailed accounts of student-family interactions) accrued over a 30-year teaching career as a first- and second-grade public school teacher in Philadelphia. Capturing the complexity and nuance of working with the families, she candidly shows what can go wrong and how to overcome misunderstandings. These honest and thoughtful depictions of crossing cultural barriers could provide food for thought within a school/community study group or for professional development focused on building partnerships between school and families.
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Summary: This collection of readings is intended to inform the thinking and practice of teacher leaders and teacher researchers interested in addressing the racial gap in achievement by expanding their own knowledge base as they seek to enhance the academic performance of African American learners. These texts have supported the contributors as they have examined the history and status of African American education in our nation in the context of the landmark decision rendered in Brown v. Board of Education (1954; 1955). If you desire inspiring readings to further knowledge of social justice or culturally relevant pedagogy, this bibliography offers a place to begin and to build from, adding resources that go beyond its publication date of 2008.
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Author: G. Lynn Nelson Summary: In this resource, a writing teacher from Arizona applies the Native American feather circle to the teaching of writing and describes her work teaching sections of first-year composition exclusively for Native American students. The feather circle focuses on speaking from the heart; in the classroom this approach involves writing honestly and openly first and worrying about form later. The author shares the writing experiences of her students using a culturally responsive stance, and describes how an emerging group, “Native Images,” has shared their writings and art in community-based settings and at conferences across the country. This resource would be useful in teacher discussions of culturally relevant pedagogies for writing.
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Author: Henry Jenkins Summary: This resource challenges teachers and schools to have conversations about the social skills, technological access, and cultural competencies involved in a connected-learning approach to learning and literacy. Written by Henry Jenkins and members of Project New Media Literacies, it describes “new literacies” that rely on collaboration and networking, and argues that schools have been slow to develop pedagogies that support youth in participatory culture, with its potential benefits of “peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship.” Without school involvement, Jenkins argues, groups of students will be left behind in developing the new skills and competencies needed to succeed “as full participants in our society.” For teacher leaders who want to offer ideas and help their colleagues understand and embrace participatory culture in school settings, this resource is a place to begin the conversation.
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Author: Michelle Crotteau Summary: As teachers we often struggle to find ways to honor our students’ home dialects while still preparing them to take high-stakes writing tests requiring the use of Standard English. In this piece, the author describes her three-pronged approach within a Writing Strategies class for students who had failed the state test. Students developed linguistic and mechanical fluency by speaking and writing about their interests (e.g., hunting), drawing upon their Appalachian English dialect, and by learning how to recognize audience-appropriate situations for employing both Standard English and their own dialect. Lots of student writing samples, coupled with the author’s own rationales and experience, make this a useful piece for workshops, study groups, or professional development focused on culturally relevant practices within a high-stakes testing environment.
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Author: Marsha Pincus Summary: In this story of an extended teacher research project, the author shares the design, purpose, and impact of a course called “Drama and Inquiry,” where she and her students explored multiple perspectives, shifting identities, and ethical dialogue through their study of non-canonical plays including “The Laramie Project.” Consider including this article in an advanced institute to support conversations about teacher inquiry and social justice.
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Author: Wilma Ortiz and Karen Sumaryono Summary: With an advocacy goal of helping immigrant students retain their cultural identities and succeed within the mainstream classroom while also learning a new language, the authors share several effective writing practices that validate students’ primary language in meaningful ways and promote a strong sense of self. These include: helping all students use key words from a variety of languages; inviting students to use their primary language in response to journal entries, writing prompts and free writes; using multilingual mentor texts; employing “writing to learn” in native languages to explore content; and using cooperative grouping to support speaking in English. The details and examples in this article make it an excellent resource for study groups, professional development or individual teachers seeking ways to support language learners.
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Author: Mary Ehrenworth Summary: Teaching grammar through inquiry and seduction? In this piece, Mary Ehrenworth shares strategies for moving away from direct instruction (which seldom works) to making it possible for students to “have an apprenticeship relation with great authors, even at the sentence structure level.” By honoring diverse dialects and helping students make intentional choices through inquiry (How DO authors choose verb tense?), teaching grammar becomes an integral part of the composing process. Examples of student work illuminate the effectiveness of this approach and make this article useful for workshop leaders and teachers seeking fresh approaches for teaching grammar within the context of student writing.
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Author: Carole Edelsky Summary: This article is a great resource for study groups, inquiry communities, and professional learning of all types with a focus on English learners and writing. After introducing two pieces of “gorgeous” writing from fifth graders in a dual language classroom, Edelsky explains how this writing came to be. First she provides a theoretical overview focused on how people develop language and identity through authentic work within a community of practice. Then she describes the genesis of a different approach to writing development among a group of elementary teachers dealing with the question of “how you make schoolwork like real out-of-school work.” Offering seven “partial answers,” this article is highly accessible with the potential to generate myriad inquiries into issues about language learning, writing, power, and equity.
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Author: Art Peterson and Kathy Schultz Summary: Did you ever wonder about why certain students might choose silence? In this video and an accompanying article about her work, Kathy Schultz urges educators to inquire into the meaning of silence while also finding strategies to allow silent students to communicate. Watching the video may spur teachers to reconsider notions of “participation” and the function of silence in “talk-rich,” writing classrooms.
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Author: Amanda N. Gulla Summary: How might teachers motivate students who identify as “non-readers” to find purpose in reading? In this article, Amanda Gulla, a teacher consultant with the New York City Writing project, offers a portrait of the ways in which co-teachers orchestrated an independent, reading-workshop model classroom for their urban CTE (career and technical education) students who developed fluency and agency as readers. Teachers planning and leading professional development, study groups and classroom teachers interested in exploring solutions to the challenges of reading instruction will find inspiration in this easy-to-read ethnographic study.
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Author: Tina Deschenie Summary: In recounting the power of the oral tradition of storytelling, Tina Deschenie describes the mesmerizing experience of listening to her father tell elaborated stories in the Diné language about Coyote as well as numerous other literacy practices grounded in “the power and beauty of oral tradition and face-to-face storytelling.” This piece could be used within professional development or study groups advocating for culturally relevant practices, bi-literacy, family and community traditions, and exploring innovative ways to bring native stories, that might range from capturing oral histories to digital animation, into classrooms.
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Author: Michael Thompson Summary: In this award winning essay, Native American teacher and NWP site director Michael Thompson, reflects on his own practice and shares findings from research interviews he conducted with instructors in tribal college and university classrooms to learn how they approach literature and writing. In particular, he wondered if assigned texts represented “the value that Native people have historically given to traditional stories, teachings, speeches, tribal journeys, and accomplishments.” Instructors reported that Native communities typically value the spoken word over the art of writing and described language practices such as collecting personal narratives of elders in documentary films and digitized recordings. Classroom teachers, study groups and professional development leaders interested in exploring resources and practices that support efforts to “reclaim and honor oral traditions” of native peoples may find this article of interest.
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Author: Amy Clark Summary: This NWP Radio conversation with Amy Clark, co-editor of Talking Appalachian: Voice, Identity & Community, begins with a personal story of how transcribing an oral history interview with her great grandmother revealed the syntax and poetry in her speech. Subsequent segments include discussions of: 1) teachers’ and writers’ essays in Part II of the book that incorporate implications and ideas for instruction (4:38 -19:42); and 2) Amy’s teaching career trajectory that led to her bringing research about dialect to her writing project community; a discussion of contrastive analysis as a tool for helping students use their writing to understand reasons nonstandard grammar patterns exist so they can learn to make choices to switch between home/informal and school/formal languages; results and advice for researchers/study groups interested in this work (20:08 – 39:04).This resource could be useful in planning and/or leading professional development, study groups, or teacher inquiry focused on dialect and empowering student voice.
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Author: Paul Allison Summary: This collection of blogs, podcasts, articles, videos, and other media provides a variety of textual experiences you could use to give students a layered reading and writing experience related to Ferguson and Black Lives Matter. The collection creator, Paul Allison, poses two qustions: “How can we help students to connect around important issues of race and justice in our time?” and “How do we build curriculum, rituals, tools, and skills in modular, open, inspiring ways that will give students the permission to follow their passions, yet also invite them to go deep into important issues as committed and informed citizens?” While the collection focuses specifically on the death of Michael Brown in Ferguson, Missouri and its aftermath, it underscores the value of creating multimodal resource collections to encourage teachers and students to explore issues of social justice locally and more broadly.
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Author: Sonia Nieto Summary: Sonia Nieto, a leading authority in bilingual and multicultural education, delivered this moving address, at an NWP Spring Meeting, about the “What Keeps Teachers Going” Project and teaching in the current socio-political context in general. Exploring the question of what sustains teachers in challenging situations and discussing the implications for professional development, Nieto encourages us to move beyond the “how and what” in professional development in order to explore the our relationships with students and the larger and more lasting question of “why.” Listen. An inspirational speech that reminds teachers what brought them to the National Writing Project in the first place and what has kept them engaged since.
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Summary: Each summer for the past ten years, NWP teachers, many from rural sites, have participated in summer seminars offered by the The Olga Lengyel Institute for Holocaust Studies and Human Rights (TOLI), a NYC-based organization dedicated to furthering the knowledge of teachers and students about human rights and social justice through the lens of the Holocaust and other genocides. TOLI seminars use an inquiry-based approach to provide educators with tools to heighten their students’ engagement with this sensitive subject matter, guiding students from shock and denial to compassion and social action. Teachers who complete the seminar become part of the Holocaust Educators Network. Developed by Sondra Perl, one of the founders of the New York City Writing Project, TOLI seminars place writing at the center, both as a way for participants to process their learning and as a key dimension of the curriculum projects designed by participating teachers. If you are exploring ways to address issues of human rights and social justice in your work with other teachers or in your own classroom, check out the resources below to learn more about TOLI.
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Author: Stephanie West-Puckett Summary: Educator Stephanie West-Puckett describes her experience using collaboratively designed digital badges as a networked, contextual, and participatory form of writing assessment in a college first-year writing course. She describes how this “community-based assessment” supported diverse conceptions of writing and prompted critical discussion about what constitutes successful writing, pushing back against narrow definitions of success and deficit approaches often imposed by rubric-based assessments.
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Author: Jessica Singer Early Summary: This article examines how a classroom-based writing project, centered on interviewing and writing profiles of women in science, helped a group of high-school girls explore and articulate new possibilities for their future selves. It could serve as a useful model for educators engaged in equity and inclusion work, particularly in using research and writing to help underrepresented students connect to a larger world beyond their own experience.
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Author: Nicole Mirra Summary: Rather than viewing civic education as a particular body of knowledge, belonging in social studies class, Mirra argues that civic literacy is a set of skills that can be incorporated throughout the curriculum, reinforcing Common Core standards along the way.
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Summary: Originally published at NWP’s website The Current, the resources posted below by Nicole Mirra are drawn from a presentation she created for her writing project to help teachers create Common Core-aligned civic literacy units, combining civic inquiry and academic literacy instruction. The resources could easily be used by teams of teachers in NWP sites interested in working together to co-plan such units for their own students.
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Author: Connected Learning Alliance Summary: This profile of a 14-year-old aspiring photographer from a New York City public high school illustrates the power of connected learning, showing what is possible when a young person is able to openly pursue a personal interest with the collective support of friends and compassionate adults. It could be useful as part of an introduction to connected learning for teachers new to the theory, or as an advocacy tool for teachers working to create more space for connected learning.
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Author: Connected Learning Alliance Summary: This connected learning case study spotlights The Harry Potter Alliance, examining how utilizing the principles of Connected Learning allows the organization to engage a fan community in a variety of real-world civic action. It could be useful as part of an introduction to Connected Learning for teachers new to the theory, or as an advocacy tool for teachers working to create more space for connected learning.
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Author: Danielle Filipiak Summary: This multi-generational dialogue explores the ways in which teachers can strengthen their classrooms’ connection to communities, neighborhoods, and other contexts that their students navigate.
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Author: Jesse Hagopian Summary: Jesse Hagopian—a high school history teacher in Seattle and founding member of Social Equality Educators—participated in the boycott against Seattle Public School’s mandated Measures of Academic Progress (MAP), along with numerous other teachers in the area. He shares how the boycott was organized and what lessons it holds for those who want to “liberate education from the standardized testing regime.”
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Author: Kathleen Hicks Rowley Summary: With the goal of engaging her students “in using their voices to become positive agents of change in their community,” high school teacher Kathleen Hicks Rowley revamped her ELA curriculum in order to address issues of equity and access. In the process of their class reading of Lord of the Flies students were encouraged to develop a critical stance to both the literature and the world. For classroom teachers and teacher leaders interested in issues of social justice and critical literacy, this resource provides an overview of class activities along with suggested readings and student artifacts.