All posts by Darcy

Media literacy: be explicit.

eLiteracy and Social Media(tion), Urban Adolescents

“It can be quite difficult to teach about media literacy simply because of the type of information it exposes our children to.”

“In my district, I am not allowed to read the newspaper or even have it out in my room during the day. The principal does not want students or teachers looking at it during the school day because it will take away from the learning time…”

“Maybe [our teachers] felt that if we began to question the news we would begin to question their ways as well.” – quotes by educators interviewed for Political Conscientization and Media (Il)literacy (Carr,  2008).

As I began reading this article, I wondered if it would prove relevant to me as a foreign language educator. I recognize the importance of media literacy, critical thinking, and the questioning of power structures, but I wasn’t sure if an article on the teaching of these concepts would really affect me – isn’t this more for social studies or ELA teachers? However, I finished the article with a much different opinion. Continue reading Media literacy: be explicit. →

Exploration & commitment: pillars of identity formation

Socioemotional and Psychological Development in Adolescence, Urban Adolescents

“Crisis is defined as ‘a period of exploring alternatives’ and commitment as ‘making choices.’ Marcia identifies four resolutions to the search for identity: Identity diffusion, Identity foreclosure, Moratorium, and Achievement.” (Who Am I? The Social, Emotional, and Identity Trials of Young Adolescence, What Every Middle School Teacher Should Know, p.54-56).

I find Marcia’s theory of identity development incredibly relevant and accurate to what I have observed in many students as well as peers. These similarities in upbringing and opportunities made available truly do reflect in adults. Continue reading Exploration & commitment: pillars of identity formation →

Don’t judge – you were a teen once. (MVP #4)

Biological & Cognitive Development in Adolescence, Urban Adolescents

“My son’s high-speed adventure raised the question long asked by people who have pondered the class of humans we call teenagers: What on Earth was he doing? Parents often phrase this question more colorfully. Scientists put it more coolly. They ask, What can explain this behavior? But even that is just another way of wondering, What is wrong with these kids? Why do they act this way? The question passes judgment even as it inquires.” (Dobbs, Beautiful Brains, 2011)

I read this article on my way to work this morning on the train. I was just trying to make use of my commute time, but it actually put me in a really good mindset for my first-period 8th graders. Perhaps it’s cliché, but this article really helped me see my students in a new light. Continue reading Don’t judge – you were a teen once. (MVP #4) →

MVP #2 – Pedro Noguera

Observing to Learn and Learning to Observe, Urban Adolescents

“The stereotypical images we hold of certain groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.” (p.30, Adolescents at School)

I was fortunate enough to attend a small Quaker school for twelve years. Teachers were dynamic, caring, attentive and wise. The student body was generally very close and socialized freely across racial and socioeconomic divides. There were some cliques – ‘popular’ girls, nerds, athletes – but all social barriers were fluid and there was little friction between groups. At least, that was how I felt. As I reflect on Noguera’s piece and the ‘hidden curriculum,’ I recognize that there were things I didn’t consider much as a child that stand out when viewed through the lens of social and racial differences. The ‘popular’ girls were all white, while the ‘slutty’ girls included Latina and Black members. What about the Chinese girl from Camden who wore oversized hoodies and rarely showed up to school? Many kids didn’t give her a second thought – she was barely around and didn’t seem to have a concrete social group. I wonder now – which teachers were aware of her situation? Who reached out to her? How did she and others in similar positions feel – marginalized, aloof, sad? What seemed like an ideal diverse school community was probably more alive with divisions than I, as a young white girl with a solid social group and a middle-class suburban upbringing, could comprehend.

While our school emphasized diversity with programs like Camden Scholars (academically distinguished students from Camden, NJ who received scholarships), I don’t recall there being a lot of open discussion about race and class. Passive ‘colorblindness’ seemed a pretty safe route for a lot of people. In preparing to become teachers, it’s important for us to remember that thinking outside of stereotypes takes conscious work and mental vigilance. It’s everyone’s responsibility – students, teachers, administrators, parents – to make a concentrated effort in not accepting or propagating stereotypes, as well as speaking openly and respectfully in helping students develop positive racial identities in their crucial identity-forming years.