Dibert: Week 5 Post

I really enjoyed the article this week. As all of the articles and stories we have read have done, it caused me to look at practices that I am doing in my classroom. There are a few quotes that really stood out to me from this article that allow me to reflect on. The first one comes from page 36. It states, “ in order for students to be fully seen and heard at school, their multiple identities must be recognized and honored” (Ezell and Daly, 2022). This quote stood out to me, because when we look at ourselves or look at our students, we can usually identify each other with one major characteristic that stands out. For example, we could say the one black student, or the student in the wheelchair, or something like that that stands out. When in reality, everybody is made up of multiple Identities. If I were to look at myself, I could identify as a white Christian female with glasses. In that statement, I identify with four different groups. It is important that we look at people as a whole instead of just one characteristic. Another quote that stood out to me was, “too often, multicultural literature and discussions about identity are viewed as deviations from the official, academic curriculum” (Ezell and Daly, 2022, pg. 37). During my first year of teaching I really thought of it that way. I felt like I had to follow the curriculum and could not talk about what I wanted to. That took away my voice as a teacher because I was worried I would get in trouble. Now I realize not only did it take my voice away, but it took the voice away of my students. My last two years of teaching I have really tried to talk about different cultural events when they come up as well as investigate different cultural topics within our reading curriculum. My students are very curious, so, even if it goes off the curriculum trail, I still think it is important to immerse my students in the world around them. As the article talks about during instructional time “make sure to model listening as the instructor to share the microphone to make room for student voice and encourage partner dialogue” (Ezell and Daly, 2022, pg. 37). I didn’t realize the power pure conversation can have. This is something I have really been working on as a teacher to give the voice back to my students.
As we talked about, giving people a voice is very important. With the political climate that we are in, it is very easy to shut down someone else’s voice who we think is different. We need to work on hearing each other out, and realizing that everyone has a valid opinion and valid experience. Until we all start realizing that, it is going to be very difficult for us to put differences aside and embrace the role that everybody has. My question, for everyone would be, how do we prepare students to have a strong voice and impact on society?

References:
Ezell, S. & Daly, A. (2022). Honoring multiple identities using multicultural literature. Texas Association for Literacy Education Yearbook, 9.

Akkermann - Week 5 Blog Post

 Week 5: Toward a Social Justice Ethic: What is an American Anyway?

As a teacher, mother, community member, sister, daughter, and wife I see it as my responsibility to help all people “feel visible, included, and valued” (Ezell & Daly, 2022, p.35).  These qualities are the heart of all humanity and do not change no matter the culture.  However, people lose value, are left out, and are unseen when humanity puts selfishness, pride, preferences, and themselves ahead of others.  In my classroom, I often see these characteristics because my students are still learning how to think of others (A lot of adults still struggle with this!) and see the value of another perspective. 

This is where using multicultural texts comes into play because they help students to learn, understand, and appreciate difference.  Thus, allowing for inclusion, worth, and being seen as a person.  Ezell & Daly (2022) talk about how multicultural texts allow students to look at themselves (the mirror), observe relationships (window), and connect personally to new experiences (sliding glass door).  I appreciate the analogy of the mirror, window, and sliding glass door because this is a visual that I can use with my elementary students as we read a multicultural text.  I would like to project a picture of each of these on my Promethean board, have an oral discussion with my students about what these represent, and as we read a book use them throughout to have discussions. 

Ezell & Daly (2022) pointed out that students who have privilege should “use their power to end discrimination and oppression” (p.36).  I could see this being what I would focus on in my classroom because our district has less than 1% of the national average of minority students.  I would couple that idea with the thought that students can be “change makers and critical, compassionate community members” (Ezell & Daly, 2022, p.36).  I see this playing out reading multicultural texts that focus on “identity, power, and equity” (Ezell & Daly, 2022, p.36) and talking about how we can use those characteristics now and how they can be used as the students grow up. 

Since I work primarily with lower elementary students I liked the idea of using the identity web as a whole class and using the example given in Table 1 (Ezell & Daly, 2022, p.40).  I would use the book The Colors of Us by Karen Katz.  We would make a web and discuss at the same time.  We would talk about our differences and commonalities and how these characteristics give us value, include each other, and give us each a voice.

References

Ezell, S., & Daly, A. (2023). Honoring multiple identities using multicultural literature (Vol. 9, pp. 35–41). Texas Association for Literacy Education.

Hamm_Week #5

The issues from the article are political issues tied to a lack of accountability in society. Scholars like Ezell and Daly (2022) look at the imbalance in society today, between the colors in the culture, and blame those of the past on one side for the 'inequity'. I would counter that argument with the question: When do we start looking for changes that need to occur? Or, when does the blame shift to a moment of action for the betterment of society today? In several places within the article, there is hateful intention towards the European part of the American culture. Places where they would like to create a divide through decisive language, which is another way to show ethnocentricity--thinking that they have the answer. As a teacher, it is integral to remember my personal values so I do my job well. All of the research tells us that students value authenticity. If I were ashamed of my values (of my culture), I would be lying to students every day; which does not generate a sense of community.


Each and every person in a space deserves to have a voice. You cannot hear one voice and silence another. The value of being American is that every citizen has a spot at the table, and at that table, every person is valued for the ideas and work ethic they bring to it. This is how the 'sliding glass door' symbol is supposed to support the American culture, Stepping through to allow another perspective. The society developed at the beginning of the country's design has evolved and changed to incorporate the value of all thoughts.

My voice doesn't change depending on what role I am in at the time because my values are my values. I have a moral compass that does not alter within the roles assigned to me or those I take on for myself. The expectations of the greater society prefer for me to not have a voice as a teacher, but this is backward and is not a practice I adhere to.

Every person has value! Every person has an identity! And every person should be heard, even when I do not agree!

Stevenson: Week 5

Brown - Week 5 Post

I found a lot of similarities between this article and “Multicultural literature and discussion as mirror and window?” by Jocelyn Glazier and Jung-A Seo (2005). Especially when referencing multicultural literature as a mirror or window. However, this article introduced the idea of a sliding glass door. The article states, “Texts can also serve as sliding glass doors, inviting students to interact, exchange, and establish personal connections to new and unfamiliar experiences” (Ezell & Daly, 2022, p. 35). I believe this is a perfect description of multicultural literature, because it allows students to explore different cultures and ideas without any barriers between the character they are reading about and their own self. I also really liked that Ezell and Daly gave teaching strategies for teaching multicultural literature and gave ideas about including it in classroom libraries. Many of the strategies described using discussion, which is very important when students are exploring new ideas.

I believe it is crucial to have a voice and to be heard, as long as everyone is respectful to one another. Having a voice goes along with having an identity. One without the other does not usually happen. As a future teacher, I have always been cautioned in my classes to be careful— to make sure that my voice does not overpower any of my students’ voices. Everyone’s ideas, identities, and voices are important and everyone should be able to voice their opinions. Many students also look up to their teachers, so students have the potential to adopt ideas, whether positive or negative, from their teachers. Ezell and Daly quote Gholnecsar Muhammad when he defines identity, “Being composed of notions of who we are, who others say we are (in both positive and negative ways), and whom we desire to be” (2022, p. 36). “Who others say we are” becomes very important to pay attention to when having discussions, so no one is being disrespectful to others or having too strong of a voice that overpowers others’ ideas or identities. This applies outside of the classroom too. As a golden rule, everyone should be respectful to one another when sharing their voices with others no matter what identity you fall into in society.

References

Ezell, S., & Daly, A. (2022). Honoring multiple identities using multicultural literature. Texas Association for Literacy Education Yearbook, 9, 35-41. https://moodle.morningside.edu/ pluginfile.php/1431504/mod_resource/content/1/Ezell%20and%20Daly%20Honoring%20Multiple%20Identities%20Using%20Multicultural%20Literature.pdf

Glazier, J., & Seo, J.-A. (2005). Multicultural literature and discussion as mirror and window? Minority students in one U.S. high school class find their voices, but the majority students have a different experience. Journal of Adolescent & Adult Literacy, 48(8), 686+. https://link-gale-com.ezproxy.morningside.edu/apps/doc/A132746287/PPPC?u= morningside&sid=bookmark-PPPC&xid=61f53cd6

Beckman - Week 5

The article just re-affirms how important multicultural literature is in our classrooms. I thought the quote at the end of the article was very powerful, “Students are the voices of the next generation and deserve access to multicultural literature. Students need to experience inclusive and affirming literacy learning by seeing reflections of themselves in classroom texts.” (Ezell & Daly, 2022, p. 38). The importance of voice is that it is what drives change in our country, so it is important for us to facilitate and encourage student voices, but also give them the opportunity to listen to voices that are different from their own. I think using your voice, but allowing others to have their own, are equally important skills for students to use. As well as discerning when someone’s opinion may not be right, but being able to stand up and disagree in a way that is helpful. 

I think that regardless of your role in society, teacher, parent, community member, it is important to have a voice of your own and listen to the voices of others. As a teacher, I still need to listen to my students’ voices and concerns, even though I am in a position of power of them. Same as a parent still wants to / should hear their kids out when they come to them with concerns or complaints. This aligns with another quote from the article, “Every person develops a sense of who they are through the relationships they hold with family, friends, and society.” (Ezell & Daly, 2022, p. 36)

Ezell, S. & Daly, A. (2022). Honoring multiple identities using multicultural literature. Texas Association for Literacy Education Yearbook, 9.

Lansink - Week 5 Post

 The issues examined in the article affect me as a third grade teacher by reflecting on my ability to influence young minds and to better society. One quote from Ezell and Daly (2022) that especially strikes me is, “Multicultural literature can also teach children and youth who have privilege to recognize ways they benefit from their race, class, and gender identities and use their power to end discrimination and oppression”. This is a very strong quote that doesn’t shout at you to learn about other cultures, but the impact that your culture and race can have on others. The topic of humanizing people who hold multiple identities sits with me, as a person living in today’s world, because we do create a “norm” for multiple identities, but in reality that just isn’t fair. Any combination of identities shouldn’t set you apart from one another, but further point to your identities in common with others, ideally bringing us closer in today’s world.

The idea of an identity web is brilliant to me. It opens discussion of multiple identities, but also provides proper and appropriate vocabulary for varying identities. And more importantly, a common vocabulary for the class community to use as one, which can make discussions less daunting and scary. I’ve mentioned this idea in previous posts, but incorporating multicultural literature into informal read aloud time to provide discussions and creating charts can be very effective. There are ways to bring the needs, expectations, and responsibilities based on the roles we inhabit together through opening up and inviting discussion and really making connections with characters in multicultural literature and their stories and experiences.

References

Ezell, S. & Daly, A. (2022). Honoring multiple identities using multicultural literature. Texas Association for Literacy Education Yearbook, 9.