February 24th | Week in Review

2017-02-24-01.png¡Hola a todos! I hope these resources are of use. I know with recent current events it may seem like the future of education is bleak, however, we must remain strong and stay in solidarity. Together we can get through these dark times!

– Check out why these librarians are protesting Trump’s executive orders on Reforma.

— Additionally, Reforma shared about Talk Story Together- Sharing Stories, Sharing Culture. This is a great joint literacy project from the American Indian Library Association and the Asian/Pacific American Librarians Association that celebrates and explores the stories of children and their families. Story telling is embedded in culture, and it’s a meaningful way to learn about each other.

– Our Teaching for Change friends shared resources on how to Teach Students to Question the President. They offer some great advice: “We need to remind students that this country has been at its best when people have organized to question and challenge presidents — opposing presidential support for slavery, war, invasion, segregation, and injustice of all kinds. Our students need stories of this resistance to inform and inspire their own activism in the years ahead.”

We Need to Start Telling the Truth About White Supremacy in Our Schools. “If we would start telling the truth in schools, we would not have racism. We could cure racism in this country,” says Jane Elliott in Discriminology.

Teaching Tolerance explored an important question this week: Have We Lost Sight of the Promise of Public Schools? What do you think? Is it true that “We began moving away from the ‘public’ in public education along time ago”?

–Here are Animated Shorts that Celebrate 11 of Mexico’s Indigenous Languages shared with you by Remezcla. Resources like this are a powerful way to counter oppressive misconceptsions: “Consciously or unconsciously, indigenous tongues are often viewed as backward and those who speak them stigmatized, relegated to the margins of official society for refusing to adapt to rules set by colonizers through violence and subjugation.”

Here is why Teaching People’s History is More Urgent. The Zinn Education Project is more relevant now than ever. It’s encouraging to know that “More than 65,000 teachers are helping students learn the truth, and teach outside the textbook.”

— Also from Remezcla is a post on A Journey Through the Empanadas of Latin America which encourages us consider the ways we can teach about identity through food. The author writes, “Empanadas are one of the few foods that unite all of Latin America. Though they come in myriad regional variations – with different doughs, fillings, and cooking methods – at their core they do have a (mostly) common origin story.”

– Lastly, Rethinking Bilingual Education announced the release of their new children’s book, When a Bully is President. “Playful ink and watercolor illustrations support a powerful journey that touches on bullying in the founding history of the US, how that history may still be impacting kids and families today, and ways to use creativity and self-respect in the face of negative messages for all marginalized communities.”

Abrazos
Alin Badillo


Image: Inner time flow resistance. Reprinted from Flickr user ioannis lelakis under CC©.

February 17th | Week in Review

2017-02-17-WWW-Image-01.png¡Hola a todos! I hope everyone had a wonderful Valentine’s Day. Below are numerous resources that touch on identity, family, and testimony. I know I’ve shared a lot, but there were just so many to choose from this week! I hope these are of use to everyone. Have a wonderful weekend.

Rethinking Schools shared Tackling the Headlines: Teaching Humanity and History. One of the main takeaways: “The best antidote to Trump’s xenophobia, racism, misogyny, and fossil-fuel soaked future is critical thinking.”

– Our Lee & Low Books friends shared Valentine’s Day Children’s Books that Celebrate Familial Love. Even if it is no longer Valentine’s Day, it is important to stress the value of familial love. It’s a theme we’re talking about all month long.

— Also, Teaching for Change shared a great list of Afro-Latino Books for Children and YA. We were excited to see Margarita Engle’s Silver People on the list. It’s one of our recent Americas Award winners. If you are interested in learning more about it, check out the book review by our colleague Katrina.

– When talking about testimonios and identity, author Mia García questions How Do I Keep My History? How Do I Honor It? courtesy of Latinos in Kid Lit. “M. García was born and raised in San Juan, Puerto Rico. She moved to New York where she studied creative writing at The New School… Her debut novel, Even If the Sky Falls, from Katherine Tegen books …is out now.”

–Here are 13 Books to Teach Children About Protesting and Activism shared by Raising Race Conscious Children. With the complicated state we’re in as a nation, we can’t stress how important we believe it is for young children to learn about activism.

PBS NewsHour shared A Mexican-American Artist On Why More Brown Faces Are Needed in Children’s Books. In the interview, PBS News Hour spoke with award-winning author Duncan Tonatiuh on “how he chose his style, what children have said about his work, and why there ought to be more brown faces in children’s books.”

— If you are looking for potential grant funding, Reforma shared the Día Grant– from the Center for the Study of Multicultural Children’s Literature (CSMCL). This grant will award $500.00 in selected multicultural children’s books to a library with families who will have a Día program.

– For Black History Month, Celebrate Afro-Latino Music With Smithsonian Folkways. “The music of West Africa, where a majority of those enslaved in the Americas came from, was diffused through both an indigenous and Spanish filter to become the distinct sounds and rhythms that we know today.” This is a great resource to provide students with different narratives that can often be overlooked during Black History Month.

-Last week I shared a lot of resources on the meaning of teaching. Continuing this theme, Teaching Tolerance shared a testimony of how ‘Homegoing’ Has Changed through the teaching of Jeremy Knoll. He writes, “Teaching in a relatively affluent, largely white high school, I have always been troubled by a lack of empathy I see in some of my students. Too often in conversations about injustice or unfairness that spring up from the books we read, my students seem unwilling to acknowledge the advantages they have been given over so many others in our society.”

–Lastly, Remezcla shared a post on a documentary about the Black Immigrant Experience in Mexico. Highlighting the experience of both Haitian migrants and expat African artists, this is a great film for students to learn about different immigrant narratives.

Abrazos,
Alin Badillo


Image: Peace Flag. Reprinted from Flickr user Randal under CC©.

 

(Re-)Building Community Through Conversations and Stories

Immigration is a frequent topic here at Vamos a Leer, as well as on the news. On Friday, January 27th, President Trump signed an executive order to help “protect Americans from ‘terrorist’ attacks.” This order suspended immigration from several Muslim-majority countries, and indefinitely banned Syrians (including refugees) from entering the United States. He has also announced his plans to carry out his campaign promise of building a wall on the United States/Mexico border.

Teaching Tolerance has put together some sources to support teachers in talking about current events, and write that “schools with immigrant, undocumented and refugee students are likely to see heightened anxieties and fears among students due to two executive orders:

1) a directive to start immediate construction on a border wall with Mexico and

2) a 90-day ban on citizens from seven Muslim-majority countries from entering the United States, and a 120-day suspension on refugee admissions into the United States (indefinitely for Syrian refugees).”

It is crucial to recognize that many students are living in fear for themselves, families and/or friends. Addressing these concerns is of utmost importance in creating a safe and welcoming learning environment for students.  While some of the resources we’re sharing here are not explicitly connected to Latin America, we’re posting them because we are committed to social justice for all students.  We believe in fostering an authentic community where all our students feel safe and valued.

Understanding each other – and valuing both our similarities and differences – is a first step in this process. At Vamos a Leer we strongly believe that books and stories can play a role in this process.

Below are a couple of resources you may find useful in building community in your classroom through stories.

Use these resources to offer facts and perspectives that can help correct misinformation, improve school safety and offer examples of how students across the country have responded in the face of Islamophobia.

  • Expelling Islamophobia
    A magazine feature story that explains why anti-hate and anti-bullying policies aren’t enough in the fight against Islamophobia in schools.
  • What Is the Truth About American Muslims?
    A publication co-produced by the Interfaith Alliance and the Religious Freedom Project of the First Amendment Center that debunks damaging stereotypes about Muslims in the United States. It also includes a section on religious freedom under the U.S. Constitution.
  • Extreme Prejudice
    A magazine feature story about why it’s necessary to teach about religious radicalism. The story has an accompanying lesson-based
    toolkit.
  • Dressing in Solidarity
    A magazine feature story about a school that rallied around its Muslim students after an anti-Muslim hate crime.
  • Youth United! Enough Is Enough
    A video feature about a school that lost a student to an anti-Muslim hate crime and how, after the tragedy, his classmates took action to establish a community-wide culture of respect, love and understanding. (Great for sharing with kids!)
  • Religious Diversity in the Classroom: Fostering a Culture of Respect
    A webinar co-produced by TT and the Tanenbaum Center for Interreligious Understanding about how to make your classroom a safe learning space for students of all religious and nonreligious beliefs.
  • Debunking Stereotypes About Muslims and Islam
    A classroom lesson in which students learn about Muslims in the United States and explore how religions are similar and
  • Confronting Students’ Islamophobia
    A blog post about a teacher’s reaction when her students resisted meeting a Muslim children’s book author.
  • Don’t Look Away From Garissa
    A blog post about an Islamic extremist attack on a Kenyan university and the implications for students and teachers in the United States when only the negative stories about Islam make it into the news.

I hope that these resources can support your efforts of resistance to the single stories that will continue to circulate the media and our nation in the coming months.

Hania

 

 

 

Voces: Affirmation and Validation in the Aftermath of the Election

In the aftermath of the election I struggled to think of what I could write that related to books. As much as I love books, they seemed all of the sudden insignificant, a resource incapable of addressing and/or combating the stories of hatred and hurt I was hearing in the news and on social media.

Books do not possess magical fixing capacities. It follows that they are not going to fix the deeply embedded “isms” in our society. Yet, I find myself turning to books for solace – in search of alternative realities, inspiration or affirmation.

As a white blonde woman, affirmation in books is relatively easy to find. However, in this moment in time it is not I who needs to find this affirmation and validation. I stand by my friends and fellow students – whose communities have been the target of repeated insults and mounting hate crimes – in search of ways to amplify their voices over mine, to affirm and validate their experiences.

In her recent infographic narrating The Case of the Missing Books/10 years of data, Maya Christina Gonzalez outlines the “State of Emergency” in which we currently find ourselves – one in which the chronic absence of voices of Asian Pacific Americans, American Indians, African Americans, Latinx Americans, Multi-ethnic Americans, LGBTQUIA and disabled people diminishes and denies a sense of self and creative power. Unfortunately these effects are echoed and (re)produced by the rhetoric surrounding the election.

I reiterate: people are hurting, and books alone are not going to fix the beliefs and structures that (re)produce this hurt. However, I do believe that books can play a role in supporting students. Reading is one pastime that can affirm and validate student experiences. As educators we are ideally positioned to provide opportunities for students to see themselves in the books they read, and to learn about other in the process. We’ve known We Need Diverse Books in and out of the classroom. But as Jayson Flores wrote on November 9th, This Presidential Election Proves That We Need Diverse Books More than Ever.

In his article last week titled Why I’m Done Talking About Diversity, author Marlon James made an important point: while it’s great to talk about solutions and discuss other points of view, “the problem with all this conversation, is that it is all we do.” As we reflect on Ali Michael’s article, What Do We Tell the Children, we can consider how our classrooms affirm and validate who our students are. James urges us to do more than consider; we must do. We must move beyond telling they are valued, that we will protect them, that we stand by their families, that silence is dangerous; we must take actions to show them that they are valued, that we will protect and value their communities’ voices, that silencing historically absent voices is dangerous and (re)produces inequalities.

Books are only one small piece in a large puzzle. But they are one place to start.

Abrazos,

Hania

The Day After: What Do We Tell the children?

Dear friends,

Last night I watched the states turn red across the map and I was overwhelmed by feelings of uncertainty. I received call after call, message after message of friends calling me in tears. I, like many others, was stunned. In the face of that disbelief come true, I began to wonder: what will school look like tomorrow? What are we supposed to say? What am I supposed to say to friends calling me in tears?

As we enter our classrooms, today and in the coming weeks, we must recognize that many students feel unsafe and vulnerable in their own country and classrooms, and that this fear is not conducive to living nor learning. As educators we are supposed to remain “neutral,” but we need not remain silent in that neutrality. It is crucial we do speak, that we make space for conversations, and that we listen.

But how do we do this? Where do we start? What do we say, and how do we say it?

While I don’t have the answers, I recognize that no one has the answers – only ideas. It is with this in mind I share with you two resources to support you in the coming weeks:

“Teach them, third, how to be responsible members of a civic society. Teach them how to engage in discussion—not for the sake of winning, but for the sake of understanding and being understood. Students need to learn…to question taken-for-granted assumptions, to see their own biases, to take feedback, to challenge one another. We need to teach students how to disagree—with love and respect. These skills will be priceless in the coming months and years as we work to build a democratic society that protects the rights of all people ― regardless of the cooperation or resistance those efforts face from the executive branch.”

  • Some guidance from Teaching Tolerance’s post The Day After:
    • Begin within. Prepare yourself first to engage in difficult conversations surrounding the various topics—racism, civil rights, immigration and so forth—that the election has raised. Then develop a game plan to do so with students. The distinct life experiences, cultures, languages and backgrounds represented in your classroom can lead to high-stakes conversations that are uncomfortable at times. Work to draw a connection between the diversity of our country and the diversity in your classroom.
    • Get back to instruction. This is not to imply that you have pushed instruction aside, but the election season has taken its toll on us all. So think of this as a time to press “reset.” Try new instructional strategies. Talk to a fellow educator about a lesson that works well in their class. Use a new read aloud or app. Step outside of your box and go for that project or unit you always wanted to try. Focusing on delivering new, exciting instructional content to your kids is a way to reinvigorate the classroom and yourself.
    • Strengthen your classroom community. Think about the go-to strategies for building a classroom community. Choose some activities in which students build relationships and understanding with each other. For example, play a collaborative game together or break out a classic morning meeting book. These types of activities can help transcend politics and breathe life into a divided classroom.
    • Create space for reflection. As adults, we have our hopes for what this next presidency will accomplish. We have specific issues that are personal and close to us. The same is true for your students. Share with them your thoughts, and allow them to share theirs with you and their classmates. Students are often more apt to put these types of thoughts down on paper, so consider a related journaling activity.
    • Discuss what respect means. In a recent Teaching Tolerance survey, teachers mentioned over 500 times that respect is the number one rule in their classrooms. Think about spending some time breaking down the essence of respect with students. What is it? Who gets it and why give it? Find ways to encourage students to pay respect to the democratic process and the office of the presidency itself, regardless of who occupies the executive seat. Emphasize that using a critical lens and holding our elected officials accountable is not the same as being disrespectful or uncivil.
    • Look—and plan—ahead. New presidential administrations tout goals for their “first 100 days” in office. There is a great deal of strategic planning involved. How about the next 100 days in your classroom? What will you focus on? What standards will you cover? What accomplishments await your students at the end? Consider involving students in 100-day plans of their own (for example, class projects or individualized plans to reach a reading level or similar achievement).
    • Talk about losing with grace. One candidate will lose this election, and countless people will have poured their time, energy and hopes into that person’s campaign. Take the opportunity to talk with your students about what happens when you try really hard for something—and you don’t get it. This could be in sports, academics, personal relationships or something else. Remind them that we all lose and confront failure, but it’s how we recover that matters.

Wishes of strength in the coming weeks,

Hania

Voces: Diverse Books or Honest Books?

Saludos friends!

As you might have gathered from my recent introductory post, I’m coming to Vamos a Leer with a deep commitment to finding diverse literature and bringing it directly to classrooms. I hope in the coming months to use the blog to share the voices of others who are equally if not even more deeply committed to this cause. But before I dive into that effort, I wanted to take a minute and tap into the bigger questions that underlie all this work.

I’m going to start with an assumption with which I think many of our readers would agree: We need diverse books.  But what are diverse books? How do we pick them? And how do we use them?Updated info graphic.jpg

A couple of years ago I started working in an after school program at a bilingual elementary school in Oregon. In my conversations with educators I learned that there were a variety of questions and concerns that commonly prevent diverse books from being used in the classroom.

In her article and conversation with two other authors earlier this year, Tanwi Nandini Islam wondered whether all the “buzz” about diversity had made the word become hollow. Daniel José Older, author of the young adult novel Shadowshaper (previously reviewed by Katrina), told her: “I’m fighting for diverse books, I’m fighting for honest books. When we have books or shows about New York City and it’s all white folks, there’s a lie inherent to that. It’s a question of honesty.”

When I was working with the school, though, I heard a common set of responses: But how do I (as an educator, a librarian, an administrator, a parent) find this diverse and honest representation in books? How do I pick a book about a group I don’t know anything about? How do I choose “quality” diverse books? What do I do if a book has stereotypes? What if I say something wrong? It turns out many educators and others around the country are asking similar questions.

Luckily, there are a growing number of resources to help you out – whether you are a parent, a friend,  an educator, or someone who just loves to read (and of course, none of these are mutually exclusive!).

To start, check out this short Oregon-based video called Choosing Diverse Literature that hopes to address some of these concerns! (Friendly disclaimer: I helped produce it and owe a great deal to all those who made the project possible!)

Ready to choose and use diverse books in your own classroom? Here are some more tips and resources to help get you started:

  1. It’s helpful to start by considering how books can act as mirrors and windows – Rudine Sims Bishop’s theory of books as Mirrors, Windows and Sliding Glass Doors can help you start to think of books in this way. You can hear her talk about this idea in an interview with Reading Rockets.
  2. Why are diverse books important in your classroom? Katie Cunningham’s guest post on Lee and Low’s blog explains why mirror and window books are important for all readers.
  3. Okay, I get it – diverse books are important – but how do I choose them? Educators at the University of North Carolina have created a critical lens to help educators make diverse and equitable choices about the books they choose for the classroom. Their lens combines the “mirrors and windows” theory with Chimamanda Ngozi Adichie’s single story frame to consider issues of equity and power.
  4. Ready to consider how reflective your own book collection is? Sam Kane, a school librarian committed to anti-bias education and a participant and facilitator in S.E.E.D (Seeking Educational Equity and Diversity) groups tells us about how she is creating her own windows and mirrors collection, and provides some questions and guidance to get you started.
  5. Keep your eyes peeled for We Need Diverse Books’ new Our Story App which will aim to help educators and children identify quality books with diverse characters, themes, and by multicultural authors. The app will launch in January of 2017!

For further reading about diverse books:

Buena suerte,

Hania

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WWW: Teaching about Haiti with Love

¡Feliz viernes a todos!

I am so happy you are reading today because I am showcasing a great resource from Teaching for Change, which is another blogging site full of great teaching guides and supporting resources for the classroom. This week, to honor our themes of Afro-Caribbean cultures, Black History Month, Haiti, love and community, I am highlighting their resource for Teaching about Haiti. Because of all the supporting documents available through the page, this resource makes including Haiti in classroom discussion even easier! According to Teaching for Change, “It is important for students to gain a deeper understanding of the history and the roots of…Haiti. The U.S has been involved with Haiti for centuries, yet it has received little attention in textbooks or the curriculum. Part of our commitment to the people of Haiti can be to not only increase our support but also our awareness. As informed citizens, we can advocate for respectful and constructive relations with Haiti in the months and years ahead.” Continue reading