A Collective Epic TeacherTale1
Running Head:A Collective Epic TeacherTale
A Collective Epic TeacherTale of Preservice Teachers and their Education Professor Unsilencing Race, Class, Gender, and Language through Research on Culturally Responsive Teaching in Secondary Schools
Darlene Russell
William Paterson University
300 Pompton Road
Wayne, New Jersey 07470
Clarivel Garcia
William Paterson University
300 Pompton Road
Wayne, New Jersey 07470
Amy Roberto
William Paterson University
300 Pompton Road
Wayne, New Jersey 07470
Miranda Warren
William Paterson University
300 Pompton Road
Wayne, New Jersey 07470
Introduction
In the spring of 1975, Harold Melvin and The Blue Notes released an album with a song entitled, Wake Up Everybody. This piece places a spotlight on the societal ills and injustices and beckons change. The artists sing: Wake up teachers and teach a new way, then maybe they will listen to what you have to say. Over three decades later, this lyric still needs to be answered; teachers need to “wake up” and find innovative ways to reach all students. This paper showcases how three female undergraduate teacher candidates from diverse backgrounds, under the tutelage of their African-American female professor, “wake up” to the understanding and importance of becoming culturally responsive teachers by addressing issues surrounding race, culture, gender, language, class, and aging in their respective content areas. With an increasingly diverse student population in the United States and a predominant White middle-class monolingual female teaching force, it is imperative for schools and teachers to adopt and embrace a culturally responsive teaching standpoint (Darling-Hammond & Bransford, 2005, Ladson-Billings, 1994). Culturally responsive teaching orbits around the student: their culture, their interests, and their acquired knowledge-base (Gay, 2000; Ladson-Billings, 1994).
Amy’s TeacherTale
As a pre-service English teacher from an Italian-American background, I have had time to consider why learning English is significant to today’s youth. In my own experiences, learning English has always been about understanding language. Working at a young age, I had been introduced to a world beyond school where I discovered the importance of using code-switching and the language of power. I had realized that the ways in which I spoke could be what held me back or pushed me forward in life. Because of this I believe it’s essential for me to teach lessons using language driven pieces, enabling students to look inward and determine the value of language in their own lives.
A main source of motivation for this type of lesson is hip hop artist Big L’s “Ebonics.” Hip hop has been a constant in my life that served as a way of understanding my own language; in this way I feel it will be beneficial for students. Using Smith’s Talking Wrong, students will question: How do I speak? Are certain ways of talking considered ‘talking wrong’? As an intertextual piece, Brook’s “We Real Cool” will be used to show students one’s culture in language. In this lesson, students will be able to write their own version of the poem, examine their own types of language - defining words and phrases and replacing them with other words. I will provide them with my own versions to show my evolution in language. In learning about language as well as analyzing themselves students will have a greater knowledge of code-switching and the language of power as well as how to put them to use while keeping their identities.
Clarivel’s TeacherTale
When I reflect on the important parts of my life, I think about those who have inspired me and created wonderful memories for me. Growing up in a Latino household, there was a high value placed on family. When I think about the person who most influenced me, my grandmother comes to mind. She shared her wisdom and memories with honesty and pride, and kept her family together. My abuelita left traditions that will stick with me forever. As an emerging World language teacher concentrating in Spanish, I am particularly interested in designing a unit on elderly appreciation and the impact they have in our lives.
Introducing this unit is a way to learn from the past to help our future. I want to unlock the fear of the unknown and connect both worlds of uncertainty. The younger generation needs to understand and get involved with the older generation and vice versa. To launch the unit, students will first learn the Spanish words and the significance of different family members in Latino communities and the shared-American culture, eventually focusing on the older generation and how they contribute to our society. The Empanadas that Abuela Made is a great story about the warmth and tradition that a grandmother brings to her family. Using this text, students will draw self-portraits and an elderly person who has impacted their lives along with a memorable story written in Spanish. Students will also interview an elderly person in their family or community. This will allow students to further understand the interview process and engage in self-reflection about the elderly and how vital they are to society. My goal is to minimize the intergenerational gap and emphasize the importance of each generation learning from and supporting each other.
Miranda's TeacherTale
I am a European-American female who has always liked to think of myself as a social activist, one who participates in making wrongs right and ultimately standing up for what I believe. It is my responsibility to heighten my students' awareness of the world and the offer them the possibility to make change.
I have designed a unit on Bob Marley's philosophy and music to confront hate, racism, inferiorities, and superiorities. This unit will focus on the various wars around the world and the wars we see every day in our own country on our own streets. It will heighten students’ awareness of and break down their own prejudices and ignorance. Using a poem, Complaint and Petition by Hayden Carruth which begins "Mr. President..." addressed to President George W. Bush. Through discussing this piece, students will be able to understand how their voices can make a change and a difference in the world. In addition to this poem, Bob Marley's "WAR" and excerpts from the movie, "I Am Legend" will be used to fuel discussion and creativity. This will set the stage for students to write a "WAR" style poem or lyrics for broadcast radio. Students can compose their own music from an online website to accompany their piece. Students will have the opportunity to submit their work for publication to sites like or
Conclusion
The common thread in each of the teachertales is the critical charge for teachers to be culturally literate, responsive, and aware in order to effectively teach the diverse learners who are in their classrooms by making real-world connections to their lives. By doing so, we will demonstrate that we have responded to the call as teachers to “wake up.”
References
Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world:
What teachers should learn and be able to do. San Francisco: Jossey Bass.
Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American
children. San Francisco: Jossey-Bass.
Smith, P. (2000). Talking Wrong. Ms. Magazine. December 2000/January 2001.