We ask that you post an initial response to one or more of these questions from October 1st-October 15th, 2018. Then, please respond to at least two posts to generate dialogues across contexts and experience. The dialogue period will be from October 15th-October 26th, 2018.
—Recommended reading and videos: (We recommend reading this article, or selections from it, and watching the two videos before participating in the dialogue.)
Vetter, A., & Hungerford-Kressor, H. (2014). ―We gotta change first‖: Racial literacy in a high school English classroom. Journal of Language and Literacy Education [Online], 10(1), 82-99. Retrieved from http://jolle.coe.uga.edu.
You are invited to respond to one or more of these questions. (To post, please log in using a Facebook, Twitter, Google Plus, or WordPress account.) Please feel free to share experiences, dilemmas, questions, or information about particular contexts of teaching and learning (e.g., where you student teach, teach, study, or participant observe) as you explore what issues of equity or justice look like in a particular domain for a particular person or group of people. You may also feel free to recommend or cite texts (e.g., articles, books, films) that may be of interest to others on a thread.
What is racial literacy? How did students enact racial literacy within Gina’s classroom? What challenges did students encounter?
As a future or current teacher, how would you describe your own racial literacy? How might you help students practice racial literacy in your own classroom? How might you deal with challenges that you are likely to face?
How do the recent high school grads in the TedX talk engage racial literacy? Do you agree that racial literacy should be taught in high school? If so, how might you begin/continue this work?
Do you agree with the framing of “teacher as interrupter”? If so, how might raising sociopolitical consciousness relate to racial literacy and your teaching/learning practice?