The Journal of Language and Literacy Education held their first annual conference last February, which also happened to be the first conference I had ever attended. The theme of the conference was “Activist Literacies.” This year, the conference theme is “Literacy for/and Social Justice: Inspire, Engage, Create, Transform,” and I am presenting. This website is actually a tool I plan to use at the conference, where I will discuss how I combined current events with standards-based historical texts to build a relevant curriculum for my classes. I was especially inspired by JoLLE’s special issue after their first conference, which featured articles on the same theme as the conference, many of which written by those who presented. Check it out!
Before embarking on my “journey for social justice,” I read an article by Tina Love (shown above) called “I See Trayvon Martin”: What Teachers Can Learn from the Tragic Death of a Young Black Male. This article acts as the foundation to the lesson plans I have made this year — so much of Love’s (2013) discussion relates directly to my classes. Here are some of my notes/responses to the text itself:
- Love makes known the stereotypes that are deeply rooted in American society, and therefore, in our schools. One misconception of young Black males is their “attitude.” I, too, was very ignorant when I first began teaching, to the Black culture, as I grew up in a mostly white area (Northeast Georgia). However, college quickly opened my eyes to multiculturalism, and teaching in a very diverse school has changed my attitude toward the misconceptions of Black culture altogether.
- According to Love, “Hip Hop swag serves as the perfect example. It is more than just a way of body movement and projections of coolness, it is an epistemological aim to engage others with confidence, likability, charm, cleverness, and resolve. Hip Hop swag is standing one’s ground” (p. 3). What a beautiful way to describe many of my students! While some may see Hip Hop swag as being “cocky,” or “apathetic,” this definition really gets to the heart of the matter: it’s a way of life, a way of being.
- I agree with Love that “Too often, teachers make judgments concerning Black male students having nothing to do with their intellectual ability and everything to do with stereotypes, assumptions, and fear” (p. 3-4). I have fallen victim to this way of thinking in the past, but there are ways to battle normative ideas, and Love discusses a few of these in her article. One of the ways is through education and constantly educating yourself and your students. I am trying to do this through my critical pedagogy project (this website and my lesson plans), and I feel I am learning every bit as much as my students are. I only hope I am battling racial stereotypes and never perpetuating them (J. Whitley, Scholarly Notes, November 12, 2013).
I am currently reading Love’s book, Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. While I am not finished with it, yet, I am already inspired by Love’s work with these six middle and high school girls. There is a cool interview about this book on YouTube, and Dr. Love’s discussion begins at 16:00. Here is Dr. Love’s YouTube stream about her work last year at a local elementary school.
As you can see, I have been inspired by Tina Love’s work, and I feel like it would be selfish not to share it.