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#13 #SayHerName: Making Visible the t/Terrors Experienced by Black and Brown Girls and Women in Schools
No full textTo celebrate the launch of Occasional Paper #38, we held a panel discussion moderated by the guest editors, Jeanine Staples, Associate Professor of Literacy and Language, African American Studies, & Women\u27s Gender, and Sexuality Studies, Penn State University, and Uma Jayakumar, Associate Professor of Education, University of California, Riverside.
Our panel included Bank Street College authors Veronica Benavides, Interim Director of the Center for Race, Culture, and Equity, Pamela Jones, Advisor and Instructor, and Wendi Williams, Associate Dean.
Art by Tawana Simonehttps://educate.bankstreet.edu/librarysalons/1012/thumbnail.jp
Grandmothers As Child Caregivers: A Unique Child Care Arrangement
Get PDFThis paper draws attention to grandmothers who provide child care and the parents and children they serve, by sharing the results of a study of a group of employed mothers from rural, low-income families who used grandmother care on a regular basis. Although their experiences cannot represent those of all mothers who use grandmother care, they are valuable in understanding the perspective of many women with few feasible options who depend on this type of care
Building Higher Than We Are Tall: The Power of Narrative Inquiry in the Life of a Teacher
Get PDFBevacqua offers two anecdotes from her teaching career that illustrate young children testing the limits of classroom rules and exploring their autonomy and agency. She reflects on her career as a progressive teacher who works to redefine traditional power relations in the classroom by supporting the children’s investigation of community rules and codes of appropriate behavior
Wrong Place, Right Time
Get PDFMazor recounts working in the three distinctly different environments during her first year of teaching: sixth-grade math, pre-school social studies, and first-grade reading. Each of these experiences taught her specific skills that she later applied to assignments; additionally, each experience helped her develop her own style as a teacher
Safe
Get PDFThe first four sections of this essay chronicle her attempts to make sense of September 11 in the succeeding weeks and months. The final section—”Corn, Beans, and Squash”—was written to and for her students at the end of the school year
Principles for Responding to Children in a Traumatic Time
Get PDFA list of principles that aim to help educators in their struggle to respond to the range of traumatic experiences many children have to live with—the death of a loved one, serious illness, violence, drug addiction, homelessness. This list offers something tangible to use as they respond to the children in their care
Curriculum Drama: Using Imagination and Inquiry in a Middle School Social Studies Classroom
Get PDFThis essay provides a vivid window into an eighth-grade class engaged in a legislative curriculum drama. Students acted as members of political parties within the Senate and participated in legislative hearings, discussed costs and benefits to legislation, and engaged in debates. Curriculum drama formed a bridge that linked the task of teaching and learning about a defined unit of study to the authentic interests, concerns, and energies of the student
Living in the World
Get PDFPenberg\u27s essay highlights that through teaching abroad, he learned to respect the variety of human associations and multiple forms of intelligence. Travel has been an inextricable part of his education. It has enriched his teaching and contributed to his personal development
Integrating English and Social Studies through the Lens of Tokugawa Japan: An 8 Week Curriculum for Sixth Grade
Get PDFThe following curriculum is intended for sixth grade students in a general education, integrated English and social studies classroom. This curriculum is based on the foundational ideas of child-development, concept-based, constructivist learning, and the integration of the language arts and social studies curricula as a way to deepen students’ engagement with the curricular material. Through these central pillars the curriculum immerses students in a historical era while allowing them to develop their own understanding of the past and create connections to the world in which they live. The aim of this curriculum is for students to explore the world of Tokugawa Japan while developing the skills and thought processes to engage with contemporary ideas and challenges. In order to meet these aims, the students will read historical fiction novels set in this historical era, visit museums with relevant works of art, and delve into their own independent research projects. This curriculum examines the rationale for a developmental and concept-based unit, presents its learning objectives and finally provides lesson outlines and relevant resources to implement the study
Teaching Trans*: Transparent as a Strategy in English Language Arts Classrooms
Get PDFThe purpose of this paper is to illustrate how to incorporate a popular television series about being trans*gender into the secondary English Language Arts curriculum. The authors conduct a series of two-hour interviews with the creative and writing teams of the popular television show, Transparent, and examine how to incorporate this material in the English Language Arts classroom along with their combined 16 years of teaching experience. The paper discusses how to incorporate fuse writing assignments and literature activities with adolescents in order to educate young adults about the experiences of being trans*gender as well transform teaching practices as they relate to trans* students. As the population of trans*gender students continues to increase, the implications for this research cannot be overstated. The paper concludes with recommendations for how ELA teachers can address issues of gender and sexuality in their secondary classrooms