Writing Classroom as Colonizer

3/26/2024

Picking up on the themes of our reading this evening about audience, identity, ideology, and the way writing constructs, imagines, shapes, and changes all three, I'm asking you to write about and respond to each other about your own writing/reading classroom.

In what ways are our classrooms colonizing spaces? Thinking back to Inoue, what policies, practices, people enforce ideologies and direct identities for our students--and for ourselves as educators? Try to think of something very specific and, if possible, try not to repeat what you see in your colleague's post. Because, after all, we could all talk about what standardized tests do to us, our students, and our classroom spaces all day long. We've sort of already done it. Of course, please don't stress yourself out over overlap, just try your best.

Once you've identified a colonizing aspect of your classroom, can you think about ways, manageable, realistic ways, we. can counteract that force? Write about that as well. And, again, try to be as specific as possible--can you imagine a specific assignment, a specific revision of a policy, etc?

Finally, once you've posted your own work, read through your colleague's work. Respond authentically with other ideas that might counteract colonizing forces in our classroom. Challenge them.

Let's all help each other have the most thoughtful, engaging, humanizing classroom spaces we can in a world that can feel like all three are unimportant.

12 Comments

Devon Melo

3/26/2024 03:58:15 pm

One area that comes to mind with teaching English is our unofficial, but official in public schools, is our spoken language. I am unfamiliar when this was signed into law in our state, but at the very bottom part of this, I've attached a link that states for all children of Massachusetts public schools to learn English as quickly as possible. Here's the problem...

At my district, we have a small population of ELL students. Last year, I had 3. All of them were doubling up on their core English class, my writing elective, and taking their additional schedule of courses for the year. The problem was, that these students were not allowed to have anything translated according to our (old) admin. Ugh. It was so upsetting and frustrating. I translated everything for them (as best I could) through Google docs translation feature. I didn't care, and didn't want to play a part of them falling more behind because they couldn't understand me. In my own way, I did counteract this by translating, however - I am very aware these translations were probably not accurate.

In terms of policy, hmm. It would be incredible if this law had a section specifically directed for ELL students to help lessen this burden. My ELL's were not on IEPs or 504s. They just didn't know English, and how could I, a complete stranger, hold them to demonstrate reading and writing standards when they were in different places for learning a new language. Another thing I implemented with my ELL's was demonstrating the skill in their native language. Again, this is not allowed as I was not specifically their ESL teacher. I would have them write their news story in Portuguese, or speak about it as a little presentation, etc. I wouldn't put my ELL students on blast in front of the class, but I would love to think of a way to incorporate their native language and culture into an assignment.

Although I don't have any ELL students this year, I am sure I will more in the future. I want to create a safe space for them, so their voices can be heard.

https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71A/Section1#:~:text=(f)%20Therefore%20it%20is%20resolved,rapidly%20and%20effectively%20as%20possible.

Kasey P

3/26/2024 04:18:44 pm

Devon, I feel this frustration! These rules in place that prohibit instruction in native languages can be so frustrating. I feel like it reinforces to the students that their languages are seen as secondary to English. I have had many ELs in my time teaching so far and I have found a few ways around it. I have been able to work in some graphic novels which has been an awesome learning experience for me and the students. I also have an entire set of headphones in my class that have microphones. This has helped me a ton with my ELs. Many of my students feel better with speaking than they feel with writing, so I let them use speech to text and it creates a feeling of ownership of their work from what they've explained to me.

Devon

3/26/2024 04:24:44 pm

Thank you for your suggestions, Kasey!! I remember at my school PD this year, our department asked for native language specific graphic novels to be purchased. That was definitely over 4 months ago :( Ugh!! I'll do it myself then 📚

3/26/2024 04:12:41 pm

Though I have adapted multiple aspects of my classroom so that more identities can find themselves represented, in certain aspects classrooms often remain colonized. I have made massive attempts to reassess the texts that enter my classroom and have shifted novels over the years to be more inclusive. The texts that I have tied in over the years involve people of all different backgrounds, ideologies, and they are from varying genres. This has been most important in engaging my students in the reading process. Though I have been able to adjust my texts, there are still limitations. In reference to my multilingual students, I have not been able to give them translated versions of texts or tools to translate because of certain restrictions of Massachusetts language programs, which forces them into reading strictly English texts. This continues to reinforce the concept that multilingual students must value English over their native languages, which I believe does a great disservice to them.
Aside from restrictions on certain readings, the writing system in my classroom is part of a colonized system. If we consider composition, students are required to learn about writing the way that the government had deemed it fit. Now this isn't necessarily because of MCAS, but rather a system that has been in place for years. In Villanueva's text, he describes how the US requires assimilation into white culture, especially using English language (993). Teaching proper writing is now synonymous with correct spelling and grammar of English words. Though I try to correct this system using journals that aren't based on those skills or a narrative that allows students to utilize native languages, I still have essays that do require certain elements. A properly formatted essay does include some element of students checking spelling, or following a 5-paragraph structure when it comes to my grading. At times I feel guilty for deferring to this type of writing that prioritizes English concepts. On another hand, I also feel I have to prepare students for what comes after high school because English ability is often how our students will get hired or helps them in college. It feels like a structure that we still have to utilize because even though the population is changing, society has very much stayed the same.

Cassandra Peterson

3/26/2024 05:22:57 pm

I completely understand this struggle. As a person who has at least three ELs or FELs in their class, I get so frustrated when I am trying to give a fair grade. If it isn't properly formatted, but is understandable i am so tempted to throw convention to the wind. However, I think I have defaulted to still grading spelling and grammar, but making it worth less than idea development.

3/26/2024 05:07:23 pm

I have a variety of students in my classroom with many different backgrounds. Despite this, the curriculum at my school is very colonized. What do I mean by this? My school very clearly values white male writing over any other group. It is separated out as the "core" of the curriculum while texts by authors of color are often "supplementary" and "optional." For example, during my 8th grade suspense unit we read Alfred Hitchcock, Stephen King, Edgar Allan Poe, Roald Dahl, and W.W. Jacobs. What do they have in common? All white men.

I have brought up this issue at my school, and have been met with a number of excuses like "you can't beat the classics!" But classics in this case appear to be a segregation between white men and "others." This hierarchical design in no way benefits my students, who are White, Black, Latinx, Portuguese and so many other identities. These text do not speak to them as unique individuals. THERE ARE OTHER SUSPENSEFUL STORIES OUT THERE THAT ARE WRITTEN BY PEOPLE WHO LOOK AND TALK LIKE MY KIDS. Why not let them read those? Perhaps it is because admitting that "others" stories are important too means a reevaluation of the hierarchical structure of school as an institution. An institution that began by serving young, white men.

3/26/2024 05:22:48 pm

Cassie - Ugh. Is it because of your dept head and administration? Could you implement shorter pieces like authors of color for poems or newspaper articles to supplement in as a way to challenge this? Or even during the specific months like Pride, Women's History, Black History, etc. you could centralize an assignment around this and authors represented from each, or would your district not approve? Ugh. I'm sorry you are dealing with this. I hope there can be a turn around.

3/26/2024 05:29:24 pm

Unfortunately parents play a large role. A number have opted students out of topics they don't agree with this year (The monkey's paw, night, diary of Anne frank, etc.). One even tried to argue that one of my colleagues needed to take down a pride flag in her room because of the opt-out (she did not take it down). Admin is for diversity, but parents put a lot of pressure on them, and according to the administration, we have to plan alternate lessons just for the students who have the opt-out, so it's doubling a lot of teachers' work load. I have been attempting to include as many diverse authors as possible despite it though!

Peyton DiTullio

3/27/2024 05:52:13 am

It truly baffles me that so many people think that we must teach the classics. Many times, the students and the teachers don't even want to read them. What is the point?! It feels like so many higher ups in education want to do things for the sake of tradition. I understand teaching some classics (written by white males), but there are soooooo many diverse books that should/could be required as core texts.

3/27/2024 05:49:53 am

Last year, when I would get observed by my administrator, I often would get feedback about the way in which my male students dominated the conversations in the classroom. Although my classes consisted of an even amount of boys and girls, each class felt as though it was a male dominated space. During one of these observations, my administrator even counted the discrepancy and showed me the results. After she showed me numerical data proving just how much of a problem it was, I did a lot of self-reflection to see how this class culture came to be. I realized that the school I work at is already a male dominated space (most of the administrators are male and coaches of the male students) which makes students used to this dynamic. A dynamic that feels very much like a boy's club. As a teacher, I realized I perpetuated this dynamic by calling on my male students more than my female students (as the boys are quicker to raise their hands and do so more frequently) and even let them speak without raising their hands. I then asked myself why this happens and I realize it's a culmination of things... the girls in this school are used to suppressing their voices, the girls tend to be more mature in 9th grade than the boys, the girls usually take more time to think about a response whereas the boys are more impulsive. I also noticed that in the texts we read, the author, narrator, and protagonist are usually white males. I was particularly horrified when we read Of Mice and Men and none of this kids were able to empathize with Curley's Wife. After this, I started implementing classroom norms that allowed for my female students' voices to be heard. I also started changing some of the texts we read to include female authors, narrators, and protagonists. Since I teach 10th graders now (many of whom I had last year as 9th graders) I can already see a huge (positive) difference. Recently, we did a narrative essay (students had a choice as to whose perspective they wanted to write it from) and many of the boys chose to write through a female character's perspective,. My administrator also noticed this positive change when she observed me earlier this year.

3/28/2024 01:00:32 pm

I thought this was a super insightful response! I think that it's really interesting that your administrator was able to track data that supports what she was saying. I feel like that probably was super helpful in actively addressing the concern. I also appreciate the changes that you made to curriculum. Sometimes making those changes can be major work, but hopefully generates change, which yours clearly has! Balancing the varying voices of a text has by far been my biggest motivator for the students. I brought in sections of Punching the Air, Solo, and Poet X as a verse poetry kind of unit and it was SO helpful in gathering a plethora of voices in the room.

Nick

4/7/2024 04:05:15 pm

Classrooms are places where children learn- and with this being the case, they are subject to certain power dynamics within the classroom. In my classroom, I try to make these power dynamics democratic, transparent, and rational. However, classrooms are still subjected to colonizing forces unconsciously. Students are assessed based upon educational standards, and these standards are calibrated to a specific kind of student. These students are more often than not white, straight, cisgender, and middle class. Deeming a student academically successful or not based on these standards leaves many students disadvantaged from the start.

This kind of academic colonizing does not only affect grades, however. Many students develop perceptions of themselves based on the successes and failures they face in the school system. By placing such biased assessment structures in schools, the students that do not adhere to the specific identity catered to by the standards are left feeling unsuccessful or let down by a system meant to foster self-confidence and skill building in children.

Being aware of this fact is not something that a white, straight, cis male like myself has historically been required to be. The system did not disenfranchise me, so it was not something I was forced to confront. But awareness of this fact, aside from something I am responsible to be aware of, has made me a more cognizant and sensitive teacher, and one that can try to do better by my students of minority groups. I try to do this through a few different means, the primary of these being classroom norms that are transparent and decided upon by agreement by myself as the teacher and my students. This aims to help students of minoritized groups establish norms that they find to be less biased against them, and more equitable. Fighting against the colonizing forces that shaped the school system is hard, but I hope that my awareness and efforts help all of my students feel successful and valued as people and as learners.

Writing Classroom as Colonizer

Leave a Reply.

ENGL 513

Archives

Categories