My students make me want to teach for a lifetime in this urban environment. They are part of one of the largest urban school districts in MA. There are 42 languages spoken in our school community. We struggle with many of the same issues all urban school struggle with: full classrooms, not enough supplies, the many faces of poverty, but that is not what defines my students! My students are bright young individuals who deserve access to a thriving educational environment which challenges them to examine their own identity and how they can relate to others in this diverse world.
My Project
I don't think there has ever been a time when I have so desperately wanted to engage students in conversations around social justice, equality, and history's continual reemergence in our present. John Lewis marched for civil rights beside Martin Luther King, Jr. and he continues to march in Washington, D.C. I would love to bring the graphic novel co written by Lewis into my Race and Ethnicity classroom. Graphic novels provide a unique window into the intersection of art, literature, and history. Students respond well to this type of text and it is a first step in introducing multi model literacies into the classroom.
The Graphic Novel March will be the first step we will take in our journey to unpack and explore media literacy concepts and help students learn to look at news with a critical lens.
New media literacy, involves skills that are critical to being able to function successfully right now and in the future world. With the use of graphic novels we will begin to work on some of the following skills: Multitasking — the ability to scan one’s environment and shift focus as needed to salient details. Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal. Judgment — the ability to evaluate the reliability and credibility of different information sources. Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.” (Jenkins, 2006, p.3)
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