Escolar Documentos
Profissional Documentos
Cultura Documentos
Dialogue
A Publication of the San Diego Area Writing Project Spring 2005
A Case for Making That’s a loaded and layered question. It forces me to pause and think about how my con-
Writing Fun Again: ceptions of equity have changed over time. Until recently, I’ve always thought of equity as
My Experiences as necessary for those children and adolescents who are economically disadvantaged and his-
a Writer torically underrepresented in colleges and other important societal institutions, and least
and a Teacher . . . . . . 12 likely to be well-served by public K-12 schools. I’ve spent eleven years in graduate school
Romero Maratea and working at UCSD’s Center for Research on Educational Equity, Assessment, and
Teaching Excellence (CREATE) working with theory, research, and practice to improve
Also Inside: schools and classrooms where students of color are the majority. While teaching UCSD
Project Notes . . . . . . . . . 11 college students, most of whom come from advantaged backgrounds, in sociology and edu-
Congratulations cation and in freshman writing courses over the last few years, I discovered that equity per-
New Fellows . . . . . . . . . 14 meated my pedagogy and, when possible, the curriculum. I’ve always viewed teaching as
Publishing a political act, particularly in the service of helping disadvantaged students of color access
Opportunities . . . . . . . . 15 the tools necessary to compete in society’s institutions. As a university teacher, I have
Dialogue learned to understand the power of teaching in new ways. When I thought about teaching
Announcements . . . . . . . 15 as a political act, I typically associated the act with white teachers in mostly urban schools
serving disadvantaged students of color. However, are teachers of color in predominantly
affluent educational settings political agents as well? Yes! Equity is vital for everyone!
Kim: Makeba: ing successful pedagogy and cur-
riculum for other teachers through
My view of equity has also changed I agree that the public education a collaborative process that begins
over time. I grew up taking equity system needs a dramatic overhaul. with each teacher’s classroom,
for granted. My narrow view of the Yet, I must admit that five plus teaching experience, and knowl-
world meant that the United States years of outreach work through edge. As I’ve reflected on my own
was the land of opportunity. school-university partnerships has leadership, I’ve learned that
Anyone could make their dreams taught me that trying to change an because I believe teaching is a polit-
entire system is exhausting and ical act, I believe that teachers are
overwhelming when the system is powerful agents of change. My role
Classroom intricately flawed and, for many
students, broken. I feel empow-
is to help sustain a culture through-
out SDAWP programs that sparks,
teachers are more ered, that is, able to take action that nurtures, and fuels teachers to take
creates some kind of result, when I risks in their classrooms and
powerful than they narrow my focus on contexts where schools because of a passion for
change seems more possible and teaching, learning, and, most
realize—it seems tangible—classrooms and schools. importantly, for students.
The actions of teachers and stu-
that the dents in classrooms, or of adminis- Kim:
trators, can be in the service of
classroom is equity-minded education reform. Leadership is complex and multidi-
How can we all work together in mensional. It is complicated further
the place where the our every day professional lives when teachers become leaders not
toward an equitable education sys- only at their own site, but also at a
most change can tem without feeling beaten down by district level and beyond their
the system (particularly in an age of immediate work context. Teachers
happen. testing)? receive conflicting messages about
their leadership. They are encour-
—Kim Douillard Kim: aged to do more “work” but are not
always encouraged to ask the ques-
I also agree that expecting and tions and make the demands that
come true if only they worked hard enacting overall change is leadership requires. Teacher lead-
enough. In my working class fami- overwhelming—and discouraging.
ly, effort and persistence were the Classroom teachers are more pow- In Possible Lives: The Promise of
keys to success. I wasn’t aware of erful than they realize—it seems Public Education in America, Mike
oppression or inequity. In fact, that the classroom is the place Dialogue
Rose works against the negative
when I struggled in college I was where the most change can hap- view of teachers and U.S. public
certain the problem was with me. I pen. I think that teachers (and Spring 2005
schools that Hirsch offers. Rose
never considered whether the uni- administrators) need to find sys- Issue No. 16
versity met my needs or even con- tems of support to help them enact does this largely by changing the
sidered my problems. I was quali- the changes that will lead to a more The Courage
parameters of the to Teach
discussion.
fied to attend, therefore, if I worked equitable system. Groups like our While he also uses anecdotal evi-
hard enough, I should succeed. teacher research group help teach-
Editors:
dence, he is careful Stacey Goldblatt
not to univer-
When I did realize that equity in ers make small steps toward
salize the stories he Jennifer
tells. Moore
He uses
education was not in fact a given, I change and work within the system
noticed that the term “equity” was rather than fighting against it. I Page Design:
specific examples of Janis Jones prac-
teaching
used only in conjunction with those think teachers can make a more Writing Angel: Susan
tices that work only to suggest Minnicks
pos-
experiencing inequity—mostly stu- powerful case for change by sibilities, not to universalize these
dents of color and those who are demonstrating the effectiveness of anecdotes,Published
and not to byclaim
the univer-
economically disadvantaged. A their teaching rather than com- San Diego Area
sal excellence. Hirsch, on the other
closer look at educational reform plaining about unfair practices.
has shown me that reform seems to hand, Writing Project at UCSD
uses anecdotal stories to
be only for schools whose students What are your views on claim universal decline in U.S. pub-
are not “achieving” at a high level leadership in the San Diego lic schools; this Director:
may be compelling
(as determined mostly by standard- Area Writing Project? Makeba Jones
to some, but it makes for sloppy and
ized testing and college admission Co-Director:
irresponsible arguments. We need
rates). In my view, equity cannot Makeba: Kim Douillard
be achieved without an examina- to find more ways to understand
tion of the entire system. Changing Leadership means many things and andUC expose this kind of argumenta-
San Diego
conditions of those who experience can be enacted in many ways. tion. This is not to say that what
SDAWP
inequity without attending to the Teachers are leaders in the way Rose is doing
9500 Gilman is not valuable and
Drive
environment that created the situa- they take the initiative to work with
tion seems futile. We must all work La Jolla, CA
responsibly 92093-0036think it is;
developed--I
and support colleagues at their
together if our desire is a more (858)
it is, 534-2576
however, to say that we need to
school sites. Teacher Consultants
equitable educational system. http://create.ucsd.edu/sdawp/
broaden the kinds of responses
in the San Diego Area Writing
Project lead by teaching and model- made to such arguments. how
2 Dialogue, Spring 2005
ers often find themselves in an Kim: enced where I take risks along with
intricate dance that requires the others to collectively understand
knowledge of many roles and may I think the way the educational sys- how our personal lives and
lead to stepping on others’ toes. tem is set up currently forces teach- upbringing inform our view of
Teachers’ work with students, ers to choose between teaching and teaching, learning, and students.
which is what brought them into leadership, but I don't think it has to That doesn’t mean it’s easy; these
leadership initially, is often the be that way. We need to be more are topics that are difficult for many
piece that is first to go when they creative about the ways we envision people to talk about in public. In
take on more leadership. Should both teaching and leadership to writing projects, reflection and a
our best teachers leave the class- allow flexibility in scheduling and need to grow as teachers and
room in their quest to improve edu- in job definition. I truly believe that teacher leaders are part of their
cational opportunities for all stu- it is the classroom and the time
dents? with students that enables teacher
Makeba:
leaders to make curricular deci-
sions and understand the impact of
I think teachers
That is a really tough question. Part
educational policy. There must be a
way to think about teaching and
can make a
of me believes that if real educa-
tional change is going to happen in
leadership that are not contradicto-
ry but are instead complimentary.
more
ways sustained over time, the best powerful case
teachers need to grow into leader- Why is equity important
ship positions where they have the to the San Diego Area for change by
power to negotiate for the best cur- Writing Project?
riculum, professional development, demonstrating
Kim:
the effectiveness
Yes, thank goodness I would like to believe that writing
projects are spaces that support of their
for writing projects! innovation and creative problem
solving. They are also one of the teaching rather
They are spaces few places where teachers from a
variety of settings come together to than complaining
where we can safely share ideas and work through the
struggles inherent in teaching. If about
explore issues our national goal is equity in educa-
tion, then writing project sites offer
unfair practices.
around race, class, opportunities to explore issues of
equity in new ways. Instead of a —Kim Douillard
gender, and focus only on those faced with
inequities, SDAWP offers teachers
language in schools in San Diego a chance to interact integrity. But change cannot hap-
with others both alike and different pen without all teachers. How can
and in our teaching. from themselves—personally and writing projects support teachers
professionally—and to think about who are uncomfortable taking
—Makeba Jones equity more broadly. What can sub- risks?
urban teachers learn from urban
teachers? What can urban teachers Kim:
and overall educational policy. learn from suburban teachers?
Academic research and policy- How are students similar and dif- I'm not sure that the writing project
making arenas need voices that ferent across contexts? What can reach all teachers, but I do
reflect grounded, experiential stereotypes do we hold that inter- think that teachers can learn to take
expertise and not just theory and fere with teaching and learning? risks in a supportive environment.
written scholarship. Good superin- How can we help our students gain We have to help teachers see that
tendents should be educational pro- a broader view of the world and change and growth are not the
fessionals who’ve gone through understand their role and responsi- same as failure. Our goal is not to
several stages of their careers and bilities in making change? "fix" teachers or students but rather
still long for the classroom and to help them continue to learn and
opportunities to interact with stu- Makeba: evaluate their own progress. The
dents. And yet, it’s important that writing project doesn't have all the
every student gets the best teach- Yes, thank goodness for writing pro- answers, but it helps teachers con-
ers. Is our thinking too narrow? Are jects! They are spaces where we tinue to ask questions and to
there other ways to view education can safely explore issues around explore possibilities as they search.
and the development of teacher race, class, gender, and language in
leaders that does not have to force schools and in our teaching. Makeba:
teachers to choose between teach- Writing projects spaces are the only
ing and leadership? professional spaces I’ve experi- I am an idealist in many ways, and I
Dialogue, Spring 2005 3
hold onto the idea that systemic day professional lives. Fellows who change—but I think Ghandi said it
change needs us all to take risks by are currently teaching, for exam- best when he said, "You must be the
asking and exploring hard and ple, are agents of reform in their change you want to see in the
important questions about educa- classrooms as they create curricu- world."
tion, teaching, and learning. lum that is meaningful, relevant,
Individual teachers who choose to and engaging for all students, Makeba:
participate in our programs have including disadvantaged students,
the opportunity to begin their English learners, and Special Ghandi’s words teach me that hope
search in a safe, professional space. Education students. Curriculum is for education reform that’s rele-
But as a project, I think we too have very political as textbooks and stan- vant, inclusive of teachers, and last-
to be proactive and do what we can dardized tests define what counts ing lies within each SDAWP fellow.
to reach out to teachers who still as important knowledge that stu-
view change and growth as failure. dents need to know. Often, man-
Doing so does not guarantee that dated curriculum programs or
those teachers will take that first adopted textbooks do little to pro-
I believe our
step. But we’ve done our best to
communicate that the writing pro-
vide meaningful and engaging
learning experiences for students,
interactions with
ject is here when they are ready. particularly for students whose
skills are below their grade level.
students,
How can Fellows of the When teachers decide to blend
mandated curriculum and text-
colleagues,
SDAWP be agents of reform
in education? books with curriculum they believe
is important and relevant to stu-
parents, and
Makeba:
dents’ growth as learners and stu- community
dent achievement, they are creat-
I believe Fellows of the SDAWP can
ing change in education. In other always carry
words, when teachers do what they
be agents of reform in their every-
believe is best for all students, their the possibility
actions have the potential to
increase students’ access to oppor- of making
Project Notes... tunities such as college prep cours-
es and to change students’ views of a difference.
school and students’ views of
Karen Wroblewski
what’s possible for their futures. —Makeba Jones
(SDAWP 1989) is now principal
at the San Diego High Education Kim:
Complex School of International Our actions everyday string togeth-
Studies. Reform can take a variety of forms, er into our professional lives, as
some more public than others. I complicated as they may be by the
Patty Ladd (SDAWP 1994) is believe that SDAWP fellows are challenges, fears, victories (big and
now principal at Keiller Middle agents of reform in education. small), passions, and politics.
School in the San Diego Unified Some innovate in their own class-
School District. rooms and inspire students to learn SDAWP fellows may not always see
in ways others haven't yet imag- their everyday professional lives
Sam Patterson (SDAWP ined. They touch students, fami- and routines as actions in the ser-
1998) has had his article "How lies, and their local communities vice of important education reform.
with their work. They encourage I believe our interactions with stu-
Much is Too Much? Effective and
students and families who may not dents, colleagues, parents, and
Ethical Response to Application have found education a welcoming community always carry the possi-
Essays" chosen by The NACAC place. Others share their expertise bility of making a difference. That
Editorial Board for publication in beyond their classrooms. They go gives me enough to feel and think
a future issue of the Journal of into schools and districts different that hope is present and strong.
College Admission. from their own and listen to the
struggles that other teachers and Kim:
Kim Douillard (SDAWP 1992) other students face. They examine
has been chosen by the National mandates and find ways to incorpo- For me, the SDAWP is a community
Writing Project to be a coordina- rate the best of the mandates with of education professionals who
practices they know offer students offer hope for the future. Reform is
tor for the upcoming Project
opportunities and support. Others not a something that magically
Outreach 3. fixes problems. Change is only pos-
publish, through writing and/or
presenting to open their thinking sible through the actions of the peo-
The SDAWP will host the and their practice to a wider educa- ple involved. I know that smart,
National Writing Project’s Urban tional audience. They let their stu- caring, and committed profession-
Sites Conference scheduled for dents' stories and experiences als make a difference.
April 28-29, 2006 in San Diego. shape the work of other teachers.
There are many ways to enact
language, they also gain, theoretically at future belongs to those who do not
reign in their imagination.” Not
without reason did the famous
least, a greater desire to learn. British physicist, John Tindale,
champion fantasy:
ing—can help writers muse and of children’s stories and a great
word-gather in order to decrease observer of children, Chukovsky “Without the participation of
writing anxiety, come up with ideas, posited the currently unquestioned fantasy. . . all our knowledge about
and write more fluidly. Free trans- theory that children from ages two nature would have been limited
lation is only a variant on this to five are expert linguists because merely to the classification of obvi-
theme, except, unlike brainstorm- of their love of language and their ous facts. The relation between
ing around a specific topic, it does- fearless play with it. He also noted cause and effect and their interac-
n’t have a pre-set goal. that nonsense in poetry, story, or tion would have gone unnoticed,
song is the way children learn lan- thus stemming the progress of sci-
The exercise of free translation guage but also the way they learn to ence itself, because it is the main
brings the pleasure of the music of make sense of the world function of science to establish the
language back to students, an link between the different manifes-
aspect of writing often overlooked A critic of Chukovsky said that tations of nature, since creative fan-
in our efforts to teach mechanics reading and writing should be tasy is the ability to perceive more
and conventional form. When stu-
dents have this pleasure with lan-
guage, they also gain, theoretically
...language play is not the opposite of critical
at least, a greater desire to learn.
thinking; rather, it is a tool for
5.
In April, Rob Brezny wrote this critical thinking.
horoscope for Gemini: “As we prep
you for a possible clash with dopey about clarifying “for the child the and more such links.
demons and maladjusted ghosts, world that surrounds him, instead In other words, you have to break
we won't go for help to the world's of confusing his brain with all the rules before you can learn
major religions. Their holy books kinds of nonsense.” Chukovsky’s them.”
are too serious and grave. None of response was that common sense is
them seems to have figured out that often the enemy of scientific truth, In 1997, poet Ron Padgett published
the number one weapon against to which I would add that the mod- Creative Reading: What it is, How to
diabolical spirits is laughter and ern world requires flexible think- Do It, and Why. Padgett introduces
tomfoolery.” Among the more use- ing: the ability to both solve and this book by reminding us that “It is
ful texts are the novels of Tom pose problems. In other words, the view of a poet who prefers ideas
Robbins. Let me quote an especial- language play is not the opposite of and images when they first materi-
ly sacred scripture from his critical thinking; rather, it is a tool alize, still trailing clouds of mystery,
Jitterbug Perfume: "He'd grown for critical thinking. (See Desire, continued on page 14)
My Muse is Missing
the sunlit streets of my neighborhood
by Virginia Roane,
within the pages of books
When I got home, I looked all over the house for her, but I
to come home form your journeys
couldn’t find her anywhere. At least my Muse left me a note. waiting for you to tell me
She wrote that she’d come back once I fully appreciated what all you have seen and heard.
she did for me. Well, by yesterday evening I was ready to Now write.
make up and tell her how great she was, and I stayed up later Show me those sunlit streets
than usual to wait for her, but she didn’t come back. and silent stars.
Let me hear the melodies of symphonies
She still wasn’t back by this morning. I’m growing worried that and the laughter of children.
she’s actually found someone else. Anyway, I wrote this while I Begin to put the words on the page
was eating breakfast this morning, because I was waiting for and when you do
her before I started anything for Share Day today. So if any of I, as always, will help you.
you see a lone Muse wandering around Coronado, please tell
her I need her back as soon as possible. I don’t think I’ll be
I will listen to their rhythm
able to get through the week without her, much less write good
and see if your words can still make pictures
college application essays by the end of the month. that dance before my eyes
can still sing songs
There’s not much else I can think of to say now. I can’t even that touch my heart.
wrap this up properly. If only my Muse hadn’t run away, I could If your words are honest and true
put a decent conclusion at the end of this really long excuse for we will embrace
my not having anything to read in class today. waltz around the room and celebrate
yet another collaborative act of divine creation.”
Ode to Music
By Antoinette Marrero, Writing in the Sky
7th Grade By Michela Rodriguez, 3rd Grade
stairs
I was waddling down the
eye
When it really caught my
fuzzy
It was wearing something
With a little pink bow tie.
It had crusties in its eyes
And brownish frizzy hair
gross
That was messy, tangled,
in the air.
And sticking straight up
quite
It walked down the stairs
slowly, I Don’t Know What to Write About
wn
Its arms were dangling do By Wayman G. Yerdell, 8th Grade
bright
It had hairy legs and a I am just sitting here waiting for something to write. I thought I should write
red nose, about me not being able to write about nothing so I guess I am really not writ-
I need to warn the town. ing about nothing I am writing about something that is nothing and nothing
that is something. Like when your dad asks you what did you learn in school
eyes, and you say nothing but you really learned that 2X2=4 and that George
It rubbed its great wide Washington was the first president. Also that you finally learned how to spell
ster,
And scratched a nasty bli “what.” It is a confusing process I guess. So am still writing about nothing or
It was then I realized, is this nothing that is something. If this is nothing then I wasted a page on
nothing that is something. So maybe I should change the title into nothing that
“What a relief”
is something. Then maybe this piece will turn into nothing that is something.
It was just my sister!
Writing Is…
By Megan Hastings,
5th Grade
A world of hope
Many bells chiming a
beautiful song
A key that unlocks all
the world’s wonders
A letter, a word, a sent
ence
Writing is a waterfall of
letters rushing
downward toward a riv
er of imagination
A smooth gem polishe
d to perfection
Writing is a single cloud
in the sky
Writing is…
have two feet.” As a little girl, I too found myself Ah, dreams…
longing for pairs and pairs of shoes.
I agreed with her Being from a poor Brazilian family, dreams are
I soon understood that there were
and went on many earthly possessions beyond simply dreams.
the means of my family. I wore the
getting her ready shoes that once were my brother’s. They aren’t given
The same was true for my clothes.
for bed. We never owned a house and we the chance to turn
had our first telephone when I was
said, “Okay.” I was surprised fifteen. All my childhood toys fit into anything else
because I saw myself in her: the inside one white plastic bag. And
desire to try on something new. I we rarely got birthday gifts, much when you are
was amused because I had discov- less bought them.
ered another layer in our mother- poor.
daughter relationship: we were I don’t quite know why, but shoes
true girlfriends. After about what are special to little girls. They were However, he knew that it wasn’t
seemed to have been hours, she special to me, too, and one of my enough. We wanted more: society
was satisfied. All pink shoes in the strongest memories is that of a has many trends and products.
store, regardless of size, had been friend cat-walking in front of me
on her feet for a while. We were with her brand-new, sparkling, red They are imposed on everybody
finally free to move on with our slip-on shoes. I can still smell their everyday independently of class,
task. rubbery scent. I wanted them so religion, political parties, etc. They
badly. I dreamed about them almost were imposed on us, too. Friends
Upon our arrival at home with two every night. and more affluent family members
bags, one with a gift and another did it unintentionally. The TV, our
with a brand-new pair of shoes for Ah, dreams…dreams are simply only source of entertainment, did it
FUNAgain:
i
teacher also had genuine enthusi-
asm for writing, and it was infec-
tious. Her comments on our sub-
mitted pieces were full of encour-
agement and praise. When I wrote
about my life as a phone booth, she
My Experiences went on and on about how
impressed she was with my creativ-
as a Writer and a Teacher ity and my use of imagery. Ms.
Florian knew how to get the “beau-
Romero Maratea, SDAWP 2004 tiful stuff” out of us, and we enjoyed
seeing it when it was out.
“All the fun is in how you say a school I was fortunate enough to
“My aim is to put down on paper
thing.” have a passionate language arts
—Robert Frost what I see and what I feel in the best
teacher, Ms. Florian, who sparked
and simplest way.”
Is it necessary to suck the life out of my initial interest in writing. Aside
something in order for students to from the fact that she was the recip- —Ernest Hemingway
properly “digest” it? The actions of ient of my first true adolescent
crush, she had the unique ability to The love of writing that Ms. Florian
some educators would suggest this
make writing not only painless, but sparked and stoked into a mini
much; however, any teacher worth
also meaningful and safe. The writ- inferno was quickly and unceremo-
her salt can think back to an activi-
ing exercises we completed in her niously snuffed out by the drudgery
ty that she did with her students and
class were enjoyable because they of high school composition. With
go on and on about how “everything
related to actual middle school rare exceptions, high school writ-
just seemed to click.” When asked
experiences: bullies, love (yuck!), ing topics were painfully bland.
why, she will undoubtedly mention
fitting in, dorky parents, and other They had no meaning in the greater
how interested the students were in
issues to which we could relate. context of a teenager’s life. Even
what it was they were studying.
worse, the steps to create effective
High interest leads to high motiva-
pieces of writing were portrayed
With rare exceptions,
tion, which leads to improved
as an abstract series of objectives
effort, which, in turn, leads to
which were only achieved by a
greater mastery and under-
standing of the skill. high school writing topics were select few: those who could read
the teacher’s mind and mimic