PRESENTED BYLISA KALINOWSKI

Using Culturally Relevant Texts to Inspire

Writing

About the presenter…

San Antonio Writing Project Teacher consultant (2008)

B.A. in Interdisciplinary Studies w/EC-4 concentration (2006)

M.A. in Education w/Reading and Literacy concentration (2008)

M.A. in Education w/Instructional Technology concentration (2010)

Teaching philosophy

If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.  ~Donald D. Quinn

Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing.  ~John F. Kennedy

A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Any good teacher has to answer some short but difficult questions: What is your mission? What is it that children will learn from being in your class? What will they take away with them? ~Rafe Esquith

Teach like your hair’s on fire. ~Rafe Esquith

Literacy education philosophy

The acts of reading, writing, and talking around texts naturally allow for the construction of meaning based on the prior knowledge and background experiences individuals bring to the text (Rosenblatt, 1978).

Freire and Macedo (1987): being able to read the word is the gateway to being able to read the world.

Freire and Macedo (1987): “reading always involves critical perception, interpretation, and rewriting of what is read” (36)

“When a child perceives a writing task or a text…as belonging to and reaffirming his or her cultural identity, it is more likely that he or she will become engaged and individual meaning will be transmitted or derived” (Ferdman, 1990, p. 195).

Theoretical framework for using culturally relevant texts in the classroom

Purcell-Gates (1995): “All learners are…members of a defined culture, and their identity with this culture determines what they will encode about the world and the ways in which they will interpret information” (4)

Perez (2004): “If the school literacy program explicitly incorporates a perspective that allows students to learn about their own culture as well as the majority culture, then students may discover how what they are learning in English relates to their culture and ethnic identity” (283)

Jimenez (2000): “Language minority students will succeed or fail to the extent that their language and culture are incorporated into the school program, to the extent that their parents and their overall community are included as an integral part of their education, and to the extent that the students are provided with instruction designed to allow them to generate their own knowledge through activities such as reading and writing” (973)

Ladson-Billings (1994): “Culturally relevant teaching uses student culture in order to maintain it and to transcend the negative effects of the dominant culture” (17)

Benefits

For teachers Adheres to culturally

relevant teaching practices

Promotes respect for all cultures and what each student brings to the classroom

Provides more positive and productive learning environment

For students Safe learning

environment Meaningful and

relevant learning experiences

Identity and sense of self are validated

Respect for self cultivates respect for others

Why culturally relevant texts?

Student Demographics, NISD 2008-2009 American Indian 0.3% Asian/Pacific Islander 3.6% African American 7.9% White 24.4% Hispanic 63.7% Total Enrollment 88,400

http://www.nisd.net/general/figures/

Why culturally relevant texts?

Student Demographics, NEISD 2008-2009 African American 9.2% Asian 3.9% Hispanic 48.5% Native American 0.3% White 38.1% Total Enrollment 63,289

http://www.neisd.net/neisdinfo/studentdata.htm

Why culturally relevant texts?

Student Demographics, SAISD 2008-2009 Hispanic 87.8% African American 8.8% White (not Hispanic) 3.0% Asian/Pacific Islander 0.3% Native American 0.1% Total Enrollment 55,406

http://www.saisd.net/index.php?option=com_content&task=view&id=17&Itemid=32

Books

Books

Books

Books

Books

Why validate cultural identities?

Every individual has a place to fill in the world, and is important in some respect, whether he chooses to be so or not -  Nathaniel Hawthorne

Nature never repeats herself, and the possibilities of one human soul will never be found in another - Elizabeth Cady Stanton

I am not truly free if I am taking away someone else's freedom, just as surely as I am not free when my freedom is taken from me. The oppressed and the oppressor alike are robbed of their humanity - Nelson Mandela

Real world implications

Structural inequalities Institutions Curriculum materials Assessments

Activities

Camera project – use a disposable camera and document a family tradition; make a picture book

Family scrapbook – document traditions, clothing, food, community, etc.

Class Cookbook & PotluckWorld Market DayIndividual tree – trace the history of personal

interests

Activities

Illustrate your name – turn your name into an acrostic poem and draw a picture based on literal meaning or family research (early elem)

Power writing – 2 minutes to describe your favorite food (early elem)

Memorable moments activity (upper elem-middle)

Music as text (high school-college)