Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> Comments on: From Kid-watching to Podcasting _ CLIP20 http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/ Critical Literacy In Practice Podcast - An on demand internet broadcast on critical literacy as it is practiced and talked about in different spaces and places around the globe. Sun, 12 Feb 2012 05:03:20 +0000 http://wordpress.org/?v=2.7.1 hourly 1 By: Courtney Vintch http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-10302 Courtney Vintch Wed, 05 Dec 2007 00:01:14 +0000 http://www.bazmakaz.com/clip/?p=68#comment-10302 I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example. I am a student in Vivian’s Critical Literacy graduate class. As I have come to understand critical literacy throughout the semester, I have struggled with the notion that many teachers do not engage their students in this practice. I thought that Andy’s comment that critical literacy is easily overlooked because it is embedded in the mandatory curriculum was a great point. If teachers simply look at texts based on how they are represented in the curriculum and do not step back and look at texts for the message that they really send, how can they expect their students to do so? I think critical literacy is something that should be encouraged in all classrooms and I hope that I can inspire other teachers to engage their students by setting an example.

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1543 Vivian Thu, 23 Nov 2006 10:50:18 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1543 Hi Andrea, You have brought back memories for me also....ugh..typing class. I remember it well GGGG HHHH GGGG HHHH...and all to some really ridiculous music that I can still hear in my head! Even these seemingly 'neutral' mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula. I love your idea of using the typing class for more than just clicking on a keyboard. It's such a shame that in education we're often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons... Thanks Andrea vivian Hi Andrea,

You have brought back memories for me also….ugh..typing class. I remember it well GGGG HHHH GGGG HHHH…and all to some really ridiculous music that I can still hear in my head! Even these seemingly ‘neutral’ mundane exercises are in fact exercises in control , uniformity, and sameness, that is not much different from the mundane type activities young kids have to suffer through with prescriptive mandated curricula.

I love your idea of using the typing class for more than just clicking on a keyboard. It’s such a shame that in education we’re often forced to think inside the box. Imagine learning to type by creating real text :-) for real reasons…

Thanks Andrea
vivian

]]> By: Andrea - Just One More Book!! http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1529 Andrea - Just One More Book!! Thu, 23 Nov 2006 04:13:34 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1529 Viviane, Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved! Your talk and the comments above, made me think: It's funny how often people equate bland with neutral -- or "what I'm used to" with neutral -- and just can't see the implicit bias. Like not being able to hear our own accents, I guess. In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text. The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral. Boy. You stirred up some ancient memories tonight. Thanks for a great show, Andrea Viviane,

Thanks so much for sharing your inspiring and informative talk. Just think of the airfare I saved!

Your talk and the comments above, made me think: It’s funny how often people equate bland with neutral — or “what I’m used to” with neutral — and just can’t see the implicit bias. Like not being able to hear our own accents, I guess.

In my former life, while I was doing a teaching practicum at a local highschool, I brought in a number of pamphlets that had been published and distributed at my university to define and give examples of sexual harrassment. Although these pamphlets were written for people two years older than those in the keyboarding class, they were not explicit in any way and I figured the information might be at least as valuable to hormone-filled kids living at home with their parents as it would be to hormone-filled kids living away from home and without externally-imposed boundaries. My idea was to use the pamphlets in a keyboarding exercise for a grade 10 class, just for something to type instead of the bland supposedly neutral keyboarding text.

The teacher with whom I was partnered just about died on the spot at the idea of replacing the neutral typing text with such completely inappropriate content. As though choosing not to use this esteem-saving, if not life-saving, information was itself not proving that the bland keyboarding text was far from neutral.

Boy. You stirred up some ancient memories tonight.

Thanks for a great show,
Andrea

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1517 Vivian Wed, 22 Nov 2006 17:55:57 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1517 Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming "neutrality" as a position which carries with it particular theoretical perspectives. Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it's important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as 'arting' which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us "If knowledge is power, understanding is liberation.” And it is understanding that helps us "wake up to the depth of our own identity", and thereby position ourselves differently in the world. Aloha to you two! vivian Great conversation Anna and Liana. In order to participate in the world in transformative ways we (children and adults) need to be able to name what it is we are attempting to transform and doing that includes being able to simultaneously name or identify the position from which we speak (our thoughts and views, our discursive practices always are framed from certain perspectives) and the ways in which the world out there is working to position us in particular ways (nothing in the world out there - no texts are ever neutral). And any one who claims neutrality is in fact claiming “neutrality” as a position which carries with it particular theoretical perspectives.

Having a voice is then about being able to change the position from which we speak and are able to participate in the world. This is why it’s important to make accessible to our students, especially those students who have been marginalized, disenfranchised, and othered, more powerful discursive practices that could help create space for them to participate differently in the world. These powerful discursive practices include literacy tools such as ‘arting’ which Anna, Meleanna and Miki talked about in their presentation on transformative inquiry. These practices also include naming, knowing,understanding, and disrupting the systems that oppress. As Manulani Meyers reminds us “If knowledge is power, understanding is liberation.” And it is understanding that helps us “wake up to the depth of our own identity”, and thereby position ourselves differently in the world.

Aloha to you two!
vivian

]]> By: Liana http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1514 Liana Wed, 22 Nov 2006 15:46:27 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1514 Hi Anna and Vivian, Anna, your comment "--and most importantly, NOT neutral" reminded me of Manulani Meyer's talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the "comp questions" at the end. There is a message in everything we read in books and in the world. It's important that we view all of this through the lens of a critical analyst...and as teachers, supporting our students' views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let's remember to exercise that right ourselves. Have a beautiful day, Aloha... Liana Hi Anna and Vivian,
Anna, your comment “–and most importantly, NOT neutral” reminded me of Manulani Meyer’s talk! She stated that the focus on literacy and READING will be our downfall if we treat reading as being NEUTRAL. We cannot be concentrating on teaching decoding skills and fluency and simple comprehension skills such as retelling and answering the “comp questions” at the end. There is a message in everything we read in books and in the world. It’s important that we view all of this through the lens of a critical analyst…and as teachers, supporting our students’ views AND helping them to see that THEY have a voice, THEY have the power to CHANGE the world! As do we. Let’s remember to exercise that right ourselves.
Have a beautiful day, Aloha…
Liana

]]> By: Vivian http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1512 Vivian Wed, 22 Nov 2006 13:31:43 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1512 Hi Anna, Exactly. I think this is especially true for rhetoric around teachers' work...that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven't been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about! Thanks Anna... vivian Hi Anna,
Exactly. I think this is especially true for rhetoric around teachers’ work…that teachers take theories from some higher power and translate that into practice. What this implies is that teachers are not theoretical as they imagine what to say and do in the classroom or as they make decisions about how to say and do things when in essence every move we make is done from a particular position/perspective. I suppose what we haven’t been so good at in our teacher ed programs is helping our students articulate the theoretical tools with which they operate. Always lots to think about!

Thanks Anna…
vivian

]]> By: Anna Sumida http://www.bazmakaz.com/clip/2006/11/22/from-kid-watching-to-podcasting-_-clip20/comment-page-1/#comment-1491 Anna Sumida Wed, 22 Nov 2006 09:20:38 +0000 http://www.bazmakaz.com/clip/?p=68#comment-1491 Mahalo Vivian for the transcript of your keynote speech! What continues to resonate for me is that "theory is practicee and practice is theorized as it is transformed over time." I was always led to believe in the myth that theory was what you learned at the university and therefore, there was always a disconnect when you actually got into the classroom. Not so. Yes, they are one and the same--and most importantly, NOT neutral. Good things to reflect on! Mahalo! Mahalo Vivian for the transcript of your keynote speech! What continues to resonate for me is that “theory is practicee and practice is theorized as it is transformed over time.” I was always led to believe in the myth that theory was what you learned at the university and therefore, there was always a disconnect when you actually got into the classroom. Not so. Yes, they are one and the same–and most importantly, NOT neutral. Good things to reflect on! Mahalo!

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