Monthly Archives: June 2016

Back on the Case: On Being Named a #hfellows Heinemann Fellow

I’ve written about how this year has been difficult largely because I’ve not felt as intellectually challenged as I have in previous years. As a teacher-scholar that has always found something to think deeply about, work on, or consider, that I had to grapple with that issue was one that made me think seriously about the reasons why many of us both choose teaching and choose to pursue lives beyond teaching.

Then, though, a series of events happened. The first was that I collaborated with colleagues to produce a wildly successful Educators of Color Conference that convened so many amazing educators of color sharing their work, celebrating excellence, and simply exhaling together.

The next was being named one of 11 educators from across the nation as a Heinemann Fellow. A primary undertaking over the next two years of this fellowship is to conduct an action research project. Essentially, I get to think deeply about what has been happening in my classroom and focus on a question I’d like to set about investigating. I’d been taking lots of notes during our initial meeting last week, but when our leader, Ellin Keene, began explaining why it’s important to follow our hunches and to think about what is most curious or most troubling about our teaching, I felt my gears start to shift into motion again. 

I have hunches all the time. I ask questions all the time. I write them on Post-Its and in notebooks that I rediscover randomly. For the most part, though, I’ve not spent any meaningful time thinking about how to answer them because of a host of reasons. Largely, though, I’d venture that I’ve not felt compelled to pursue them because I’ve had neither the time nor the compunction to do so on my own. Such a realization is a huge one for me, as when I began teaching I was largely a lone wolf, content to work on my own (for better or for worse). It was only once I got my teaching sea legs that I realized how much more powerful (for myself and for my students) it has been when I go with others. And here I should add that the reason I have been able to remain intellectually engaged over the last two years has been because I have a fantastic colleague that refuses to let me do things alone. Refuses.

Now, though. NOW, THOUGH. Two of my strongest academic experiences were shaped with the help of other people. In graduate school, there was the Dissertation Support Group (the DSG), comprised of three of us working on our Ph.D.s We met often, pushed each other through completion of classes, exams, dissertations, and now, tenure for one of us. Then, there was the Cultivating New Voices Among Scholars of Color (CNV) for NCTE. I was part of a larger cohort of 10 of us that were defending dissertations, applying for tenure-track jobs, figuring out where they fit: in a secondary classroom or in academe (me). In both of these experiences, I was a part of something greater. I was a member of a family. And man, I got some incredible work done!

As a Heinemann Fellow, I am part of a cohort again, and they are some of the most interesting educators I have met in a long time: dedicated, smart, doing great work with young folks. And we’re all doing the work together. TOGETHER. 

Getting back to the research: I had two of the best qualitative methods professors I’ve ever had and I remember both of them talking about hunches and then setting out to see where the data takes you. That, to paraphrase Anne Haas Dyson, is what it means to be “on the case.” I remember being vaguely terrified because, well, that meant that hunches might or might not pan out and what then?!

I’ve come to realize that the what then is actually where the magic happens. That, as one begins to listen, to think deeply, and to simply be willing to be open to what one sees, truth reveals itself. That truth is oftentimes nothing close to what was initially anticipated, but that is okay. Being brave enough to ask the questions is what starts this entire amazing process.

Being named a Heinemann Fellow has reminded me to be brave enough to ask the questions again, and to follow where the case leads. I am beyond excited about this next part of my journey.

 

 

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Filed under Heinemann Fellows, Professional Development, Teachers as Scholars

#kal Kids Are Loving #3: Books My Students are Currently Reading and Loving

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Image from New York Times

Welcome to the latest in the occasional series I call Kids Are Loving. Here, I briefly note books that my sophomores and seniors have loved. (Previous lists can be found here and here). [Note: My classes are comprised of mostly underserved young people (i.e., students of color, ones with learning challenges, boys, etc.) who usually have not had enough positive experiences with reading before starting my class.] Happy reading!

Humor

Zits: Chillax, Jerry Scott, Jim Borgman: This book has captured all types of kids. They say it’s funny and enjoy the comic strip aspect of the book (and even stop and sketch while they’re reading).

Fresh Off the Boat: A Memoir, Eddie Huang: Before it became a hit TV show, it was a book. This one resonates for students from a broad range: language learners, different races and ethnicities, etc. All say Eddie is irreverent and hilarious.

Swim the Fly, Don Calame (from Amazon):  three 15-year-old buddies make a pact to see a naked girl before the summer is over and in the process mire themselves in increasing trouble and constant humiliation. All three are on the summer swim team, and, in a desperate attempt to impress the superhot new girl, Matt agrees to swim the dreaded butterfly at championships, despite the fact that he can barely tread water. At the same time, he’s dealing with his horny grandpa, a sadistic swim instructor, and his pals’ wacky schemes to catch a glimpse of bare skin, which includes dressing up like girls and entering a women’s locker room. That would’ve worked if it weren’t for the accidental dose of laxative . . . well, you get the idea. My note: BOYS LOVE THIS BOOK.

Noggin, John Corley Whaley: (from Amazon): Five years ago, Travis Coates died at the age of 16 after a long, hard battle with leukemia. However, Travis was offered a chance to become the 17th test subject in a very unorthodox medical experiment, which involved cryogenically freezing his head and eventually bringing him back to life once science becomes more advanced. Science moves faster than either the doctors or Travis and his family ever imagined, and soon he is back with a healthy 16-year-old body thanks to a generous young donor. Kirby Heyborne fills Travis’s voice with a realistic mix of pain, confusion, and the joy of being given a second chance, as he highers and lowers his pitch and volume. He also tackles the many people in Travis’s life who had to grieve his loss and must now deal with his return from the dead—albeit with a different body.

Hodge Podge

World War Z: An Oral History of the Zombie War, Max Brooks: zombies, zombies, zombies. This book got passed around so often I purchased a few more copies. Kids found it spooky, amazing, and couldn’t put it down.

Gadget Girl: The Art of Being Invisible, Suzanne Kamata: I found this book while doing some reading for a chapter I’m writing on multicultural kid lit. Aiko, the 15-year old protagonist has cerebral palsy and creates Gadget Girl, a graphic novel featuring a fearless, creative heroine who solves problems through her ingenuity with kitchen gadgets. Aiko is biracial (Japanese and white), also. I’ve added this one to my classroom library because 1) there aren’t enough books about disability and 2) those books tend to not feature characters of color.

Everything, Everything, Nicola Yoon: A good-old love story that was in frequent rotation. The main character is a young woman in a bubble, content to live there until…Ollie, a cute boy, moves in next door. Things suddenly get WAY too complicated, in those ways that make you love teenage romance and identity development. There are lots of delicious sentences, too, in case you’re looking for mentor texts.

A Life in Motion: An Unlikely Ballerina, Misty Copeland: many students have been captivated by Misty Copeland’s story. They find her persistence and ultimate triumph inspirational and profound. That they can also find her on social media is an additional element that makes her life come alive for them.

And One to Grow On: A Great Read Aloud

Blackbird Fly, Erin Entrada Kelly. Kids love being read to. I need to remember that. I found this middle grade gem while doing some reading for the chapter I wrote. Essentially, it makes the reader cringe about middle school and all the reasons why it is a terrible place for many folks, particularly if that life resembles that of main character Apple, a Filipina American living in Louisiana. Yet, there is so much hope here and reminders about the power of parents, and music, and good friends. I read some excerpts to my kids and they ate it up.

 

 

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