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Creating Critical Classrooms Jerome C. Harste (Indiana University)

Texas

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Workshop Presentation for Texas Writing Project.

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Creating Critical Classrooms

Jerome C. Harste (Indiana University)

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I see curriculum as a metaphor for the lives we want to live and the people we want to be.

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Directions for Making a Little Book

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What Do We Mean by Literacy Now?

*Multiple Literacies(Different Cultures/Different Literacies)(Multiple Ways of Knowing)

*Critical Literacies(Literacy as Social Practice)(Methods as Social Practice)

*Changing Times: Changing Definitions

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A Language Arts Program for the 21st Century

Emphasishas to beon Critical

Meaning-Making

Language Study

Inquiry

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Meaning-Making

.

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Components

• Writers’ Workshop (Uninterrupted Writing)• Read Aloud• Literature Studies (Wide Reading)• Strategy Lessons (Reading & Writing)• Multiple Ways of Knowing

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Journal Examples(Center for Inquiry)

“I want to be a golfer when I growup. They get $116,000.00 a game!!”

--Mike, 2nd Grade

“Last night was my birthday. We went to Ice Kapades. It costed $46 a ticket.”

-- Tanya, 1st Grade

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Multicultural LiteratureSocial Issue Books

http://mypage.iu.edu/~harste

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Sketch to Stretch (Using Clay)Save the Last Word for the Artist

--Harste, Short w/ Burke

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Reading From Different Stances

--Lewison, Leland, & Harste

MetaphoricalPhilosophicalAestheticAnalyticalIntertextualCritical

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Linda Christensen’s Target-Perpetrator-Bystander-Ally Strategy

4 Columns

*Target*Perpetrator*Bystander*Ally

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Text Sets

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Language Study

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Jean Anne Clyde’sSubtext Strategy

Art Piece: Henri Matisse: “The Music Lesson

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Subtext Strategy:

TeacherPupilParentAdministrator or other teachers

What would they say?What would theyreally think?

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Collin Lankshear

“Truth in government andeducation no longer existsas we have known it. SinceBush, “truth” is simply a matter of what narrativeyou can spin.”

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Lingering in Text (Sumara 2002)

“The King’s son decided to have aparty. He invited anybody who wasanybody in the kingdom to come.”

--from CinderellaCritical Literacy Study Group Washington, DC (Vasquez)

.

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Begun to focus ourstudy of language onissues of discourse

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Metaphors & Frames

“Wars erupted frequently in NorthAmerica in the 1600s and 1700s as rival groups clashed with each otherand with the resident Indians.”

-- Smithsonian National Museum of AmericanHistory, “The Price of Freedom: Americansat War” special exhibit.

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Begun to use “the everyday”as text

*Who wrote this text?

•Why was this text written?

*Who is it written for?

*Whose voices are notincluded? Or what wasn’t said?

*How could it be?

.

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Billboards forthe rich,spray cans forthe poor.

Graffiti

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-- James Paul Gee (2004)

“Kids are learning moreabout what it means to beliterate outside of school than in school.”

.

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Original Ad

Counter-Ads

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What thing(s) do you findsomewhat problematicabout this book and the story being told?

How did the authoruse language to get us to accept a simple solutions to a complexproblem?

How else might this havebeen handled more honestly?

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Inquiry-Based Learning

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Be consciously aware of our new understandings

Interrogate what is taken-for-granted

Try on alternate ways of being

Take social action

Critical Literacy Reframes Inquiry to Emphasize the need to:

Hillary Janks

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Look closely and see

See deeply and ask

Ask wisely and know

Know quietly and look

Just Wondering

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Look carefully and see

See sharply and ask

Ask brightly and know

Know lightly and look

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Look clearly and see

See shrewdly and ask

Ask widely and know

Know … wonderingly

Laurence Smith, Poet, 2010Jerome C. Harste, Artist, 2010

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Photos from the Center for Inquiry, Indianapolis

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Audit Trail

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Focused Studies

Initiating ExperiencesWonderful Questions BookletInvitationsPublic SharingDemonstrationsCulminating Experiences

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How might schoolsbe improved toenhance learning?

What are schoolsthat are trying tomake a differencedoing?

What constitutesa good educationin parents’ eyes?

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Things That Could Be Done

• Reflect upon your own experiences• Use the internet to identify schools and

possible contacts• If possible, make a field trip (or several)• Interview parents (and other stakeholders)

• Keep exploring--push yourself to think critically and outside the box

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Charles Sanders Pierce

•“Facts are best seen as beliefs at rest.”

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“Results don’t really matter, just the appearance of holding someone accountable.”

Rober C. KoehlerChicago Tribune Reporter“Schools in Orange Jumpsuits”

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Curriculum

• Carolyn Burke says the function of curriculum is to give perspective.

• I want to add that it isn’t good enough for the teacher to just have perspective; the kids need to “think curriculum” too; they need to know and understand “the big picture” and why exploring and uncertainty is not only part of the process but what gives us hope.

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HaveALaugh!!

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Have a Blast!!!

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Conducting a Focused Study

Initiating Engagements – Survey, What do we already know?

Demonstrations – What inquiry skills do you want them to learn?

Invitations – How might you enlarge their vision?

Resources -- What resources could support their inquiries?

Culminating Experiences – How can we share what we are learning?