Permitanme Hablar: Allow Me to Speak

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118 Allow Me to Speak A ﬁrst grader uses her critical literacies to intervene against Nadjwa Effat Laila Norton inequitable teaching practices and afﬁrm her cultures.

He puts his hands up She also reminds me I am a Black struggling-class educa- Not willing to continue to have me be That I too am dying tor who has incorporated reflection The water And she throws me a life jacket around issues of (in)equity as one of That rises over others’ heads I stretch my arms to catch the most integral components of my Providing them the scary sensation And it is just out of my reach Of dying-drowning-cannot breathe But neither he, she, nor I teaching practices. I have come to In the sea of choking words Have lost the energy or given up the fight realize that reflecting upon the com- I fight against the water that I am munities in which I participate and upon my educational practices “I can’t get dirty,” he says. I wrote this poem to reveal the dis- sustains how I advocate for diversity “My mom will beat me if I get paint on my clothes.” “I am going to get in trouble!” parities between what I wanted to and equity issues. Reflection has also “Will you tell my mom you made me get dirty?” be doing, thought I was doing, and helped me to see that we as educators “I am not sitting on the floor!” was actually doing in the classroom. are often part of perpetuating the

Language Arts, Vol. 83 No. 2, November 2005 Allow Me to Speak 119 practices, representations, and power representations, and practices, These & McLaren, 1993). (Lankshear the critical efforts illuminate and involved in literacy reflections people engage with the struggles understandings around texts. Recent situate texts not of critical literacies but as all things just as print-based texts can be with meaning. Thus, spatial, and audio, visual, gestural, to print (Short & in addition body, this article, Kaufman, 2000). Within making meaning reading is defined as is defined as act- of texts, and writing texts (Freire & ing upon and changing of these Macedo, 1987). In light understandings, I demonstrate how situates educators as texts to be Pam read and reads and writes herself as a valued text. I also evidence how I as texts Williams and Mr. read Pam the Williams reads Pam, and how Mr. educators, and himself as texts. Most work on critical literacies places these abilities in the hands of academ- ics, critical pedagogues, and adults 2002). In the few studies in (Dixon, which educators and researchers focus on the critical literacies of young children, the context of this research is located in a critical literacy classroom 2004). Within these critical (Vasquez, literacy classrooms, greater attention is often paid to how educators shape curriculum and provide children with critical literacies. This view positions students, especially young children, as beings without knowledge and critical pedagogues as those who are able to fill the vacancies. This focus denies the knowledge and agencies that young children bring with them to negotiate their classrooms. In contrast to understandings of critical literacies that leave out the perspectives of young children, I call attention to how children use their sense of and act agencies to make upon their worlds as well as to make decisions about their futures (Norton, Thornton (1999), I define 2004). Like agencies as purposeful actions to school. ITERACIES L impact how poor impact how teaching practices children experience children I encourage educators I encourage to reflect on how their how on to reflect RITICAL C There is an expanding cadre of researchers and educators who are exploring the definitions of critical literacies and how critical literacies are implemented inside and outside 2002; Kelly, of the classroom (Dixon, 1997). For many scholars, critical literacies involve analyzing the connections between words, social culturally responsive pedagogies. Sec- ond, I highlight the narrative context from which this article arises. Third, I provide three examples in which a Dominican first-grade poor Pam, female, utilizes her critical literacies around inequitable school incidents. With each example, I illustrate how reads these incidents from a crit- Pam ical literacies perspective by detailing both her interventions against inequitable teaching practices and her affirmations of her cultures. Then I discuss what constitutes a more traditional view of this interaction. In two cases, I include data from a conversa- teacher, Williams, Pam’s tion with Mr. about his teaching practices surrounding the incidents Pam I posit implications describes. Finally, for educators to reflect on culturally responsive practices that can affirm children’s age and class identities. and/or challenge class, age, and sta- class, age, and and/or challenge an First, I present tus inequities. of two theoretical overview within that are grounded constructs literacies and this work—critical same systems that we seek to same systems dismantle. I my teaching career, Throughout poor and to make have worked children’s experiences working-class resources more visible, redistribute and provide a diverse equitably, representations range of social class through within literature. Whether grant writing, or staff development, students, my providing food for fought teaching practices have structures that inequitable school chil- ignore poor and working-class been a teacher dren. But I have also who disregarded poor and working- class children’s experiences by having them do literature projects on filthy floors. I remember not priori- tizing children’s tensions and negotiations around art projects with unwashable paint and no smocks. Although I did not implement such inequitable practices often, reflection visible how I valued the chil- makes dren’s academic learning experiences above their other circumstances. Despite the fact that I too had been a poor child, I still managed as a teacher to privilege inequitable class structures by negating poor and working-classed identities. It is significant to note that I did not always successfully negotiate my teacher identity with my classed identities and the classed identities of many of my students. It is in light of past, present, and edu- future reflection as a researcher, and scholar teacher educator, cator, who experienced schooling as a poor child and who continues to identify as a “struggling-classed” individual that I encourage educators to reflect on how their teaching practices impact how poor children experience school. This article is intended to support educators—most of whom identify as middle-class individuals and all of whom identify as adults who desire to reflect upon how their teaching practices both perpetuate LA_Nov2005.qxd 9/21/05 8:15 AM Page 119 Page AM 8:15 9/21/05 LA_Nov2005.qxd LA_Nov2005.qxd 9/21/05 8:15 AM Page 120

change the conditions of people’s for all children, this work has been nos, Blacks, and children, in order to lives. By highlighting Pam’s limited by conceptualizations of cul- include their voices in the theorizing agencies, we see how children ture as race and ethnicity. Culture is that occurs about the practices that utilize critical literacies with or defined here in a more expansive inevitably impact their lives. I situated without the support of teachers. way that includes but is not limited storytelling as a political practice that Critical literacies is defined here as to total ways of being around race, served to create more equitable enacted agencies of intervention class, age, ethnicity, citizenship, abil- societies and educational institutions and affirmation (Knight, Dixon, ity, and spirituality (De Gaetano, (Brant, 1994; Minh-ha, 1989). Together, 120 Norton, & Bentley, in press). I Williams, & Volk, 1998). Attending the participants and I engaged in criti- recount examples of how Pam, a to class is significant because poor cal reflection about how identities and

Allow Me to Speak Dominican female child, employs and working-class children are power manifest themselves within critical literacies as interventions to increasingly represented in public teacher–student relationships and name, critique, and challenge how school systems (Hicks, 2002). As knowledge processes (Solorzano & she is inequitably impacted by these demographics continue to Yosso, 2001). Our reflections focused teachers’ practices in ways that change, many multicultural, critical, on how race, class, age, gender, sexual- marginalize her class, age, gender, and feminist scholars assert that ity, ability, and spirituality impact how race, and ethnicity. As affirmations, teacher practices, in particular those and when one sees and challenges she uses critical literacies to work of middle- and upper-class teachers, (in)equities (Anzaldua, 1990). against these positionings and to devalue and marginalize the cultures This research began with purposeful (re)position herself in more of poor and working-class children sampling of a Black male teacher, Mr. equitable, self-affirming ways. Pam by discounting their knowledges and Williams, who was willing to create reads and writes her body as a text experiences (Oesterreich, 2003). They more culturally responsive curriculum affirming her identities that are question the ways that the student in his classroom through collaborative developed in her experiences (The population is often homogenized work with myself and three children Latina Feminist Group, 2001). within research and educational co-researchers (Bogdan & Biklen,

CULTURALLY RESPONSIVE Pam, a Dominican female child, employs critical PEDAGOGIES literacies as interventions to name, critique, and Another theoretical construct essential to this article is the notion of cultur- challenge how she is inequitably impacted by ally responsive pedagogy. Culturally teachers’ practices in ways that marginalize her class, responsive pedagogies are defined as pedagogies that use cultures and lived age, gender, race, and ethnicity. experiences to enhance, support, and further learning processes (Gay, 2000). As ideologies shift, researchers from practices because homogenization 1998). Gabe, a Puerto-Rican/Black multicultural, feminist, and/or critical ignores the cultural variation that male, Kevin, a Black male, and Pam, a perspectives push for teachers and exists among children’s age, class, Dominican female, together with Mr. school officials to embrace these ped- and educational opportunities (Nor- Williams, examined their literacies agogies that promote academic ton, 2004). Likewise, the ideas, reflec- practices and how these practices cre- success for all students in an increas- tions, and critical literacies presented ated (in)equities within their classroom. ingly diverse society. Researchers such in this article seek to challenge blan- We collected and analyzed data as Ladson-Billings (1994) challenge keted notions of culturally responsive through numerous methods, including teachers to “demonstrate a connected- pedagogies and bring issues of class interviews, collaborative conversations, ness with each of their students” and and age to the fore. focus groups, artifact discoveries, and “consciously work[ing] to develop observations. Collaborative conversa- commonalities with all the students” RESEARCH CONTEXT tions were designed so everyone could (p. 66). During a year-long multicultural femi- serve as activist, teacher, and learner to Despite the theorizing and nist critical narrative study, I created guide the discussions and planning of implementation of culturally respon- storytelling spaces for those who have classroom practices and curriculum sive pedagogies to create more equity been silenced, including Latinas/Lati- (Hollingsworth, 1994). These conversa-

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tions lasted approximately two hours and I am going to get new bring about different understandings. and provided ongoing opportunities ones next year. Educators reading this example who for discussion, reflection, analysis, Nadjwa: What do you do when Mrs. value classroom management and and planning in regards to the inclu- Kai says that? technique more than individual sion of multiple literacies practices children’s experiences or classed identi- Pam: I sit on the chair anyway and inside the classroom (Norton, 2004). get yelled at and screamed at ties might focus on how they will get I focus on the stories that Pam tells by Ms. Kai. Most times I am their lesson taught if everyone is not about the inequities that she experi- made to get up. She says things required to do exactly the same thing. ences within her classroom. Pam is a like, “Do you think you’re spe- They might be concerned with how 121 seven-year-old Dominican Spanish- cial?” It makes me real mad other children and administrators and angry. I start yelling and and English-speaking first grader would respond to a few children sitting Allow Me to Speak screaming. But Mr. Williams in chairs. They might also think about who immigrated to the United States lets me sit on the chair. when she was in kindergarten. Read how a few chairs in the meeting area and listen carefully to her words. In situating Pam’s words as critical lit- would alter the safety and space of the Stop immediately after the data and eracies, we can see how she reads the students. take a minute to reflect on the presence and actions of Ms. Kai as Often we read about educators who thoughts that arise for you. Then texts. Ms. Kai was a school staff devel- think students should respect adults by continue to read on as I analyze her oper who came into the classroom following classroom rules without words from a critical literacies per- twice a week to help Mr. Williams questioning teachers’ practices. Such spective and from a traditional with classroom management. Pam educators would probably read Pam’s teaching perspective. intervenes by disregarding Ms. Kai’s determination to remain in the chair as classroom rules against teaching prac- disruptive, bad behavior, and a nega- SEATING ARRANGEMENTS, tices that she reads as inequitable tive attitude. Rather than reading CLASSROOM MANAGEMENT, because they ignore her classed identi- Pam’s behaviors as critical literacies to ties. She makes visible the realities of affirm classed identities, they would AND CLASS IDENTITIES poor children who have different life construct her as the problem and name Nadjwa: Can you think of anything unfair experiences than children and/or her sitting in the chair as disobedience that happens in your classroom? teachers with money. Her critical and a reason to further focus on class- Pam: Yea, when Ms. Kai didn’t let literacies challenge inequitable teach- room management strategies. us sit in the chair no more. I ing practices that make poor children Because I was interested in under- don’t like when the teachers such as Pam, with one or two pairs of standing how Mr. Williams read this make us get on the floor and uniform pants and no washing incident and eager to create more cul- get all dirty. Like when Ms. machine and/or money to go to the turally responsive teaching practices, I Kai made us stop sitting on Laundromat, sit on the floor. Pam also the chair. Don’t she know I brought this story to Mr. Williams’ demonstrated critical literacies by can’t get my clothes dirty? My attention. Here is a portion of the mother has to wash them. reading herself as a text and affirming conversation that followed: her classed identities. In defying Ms. Nadjwa: Yes, that is true, and you don’t Kai and getting the chair anyway, Nadjwa: Can you tell me what you have that many uniform pants. notice about Ms. Kai’s interac- Pam’s actions affirm her poor and tions with Pam? Pam: No, just two pants and two lower-classed identities and seek to skirts. disrupt the violence that devalues and Mr. Williams: Ms. Kai would often tell me that, “Pam is disrespectful. Nadjwa: So if they get dirty or messed erases lower-class perspectives (The She always has something to up, then you don’t have no Latina Feminist Group, 2001). say and wants things her own more and sometimes you might Reading the incident from a critical lit- way. She never listens and not have the money to get more. eracies perspective provides a never follows directions.” Pam: I am getting tall and these are distinctly different analysis than if one Nadjwa: What do you do about the chair? getting too small. I don’t have reads the same incident from a tradi- a lot of money, either. Some- tional educator view. Although all Mr. Williams: I do let Pam sit in the times I can’t get what I want. chair. When she sits in the educators are not the same and there I have to wait to get new shoes chair, she is focused and every- and new clothes for school. I is more than one traditional teacher thing is fine. I tell her to ignore have had these uniforms for perspective, it is important to reflect Ms. Kai and sometimes I give two years since kindergarten upon how different perspectives would her other things to do. But then LA_Nov2005.qxd 9/21/05 8:15 AM Page 122

Ms. Kai kept asking why Pam responsive pedagogies that attend to A critical literacies perspective wasn’t with the rest of the classed identities of poor children. acknowledges all of the above con- class and how she thought she When I read Mr. Williams as a text texts as well as the complicated was so special. So then I would political negotiations that inscribe tell Pam to just sit on the rug. through a critical literacies perspective, he signifies an example of the Mr. Williams as a teacher. However, Nadjwa: Why didn’t you talk to Ms. Kai? ways in which educators can simul- critical literacies and multicultural Mr. Williams: Because I was a new taneously fight and maintain feminist critical scholars who advo- teacher and she was the staff cate for equity maintain that people 122 developer. I had no choice. must be aware not only of not doing They just sent her into my Pam intervenes against harm, but of creating some good for room to help me. She already Allow Me to Speak teaching practices that the communities in which they work thought I didn’t know what I (Walker, 1999). Mr. Williams needs was doing, and they thought she reads as inequitable my class was so bad and that I support in enacting a plethora of had all the behavior problems. because they ignore the critical literacies strategies to intervene against and affirm children’s perspectives In considering this data through a criti- marginalized identities. cal literacies perspective, one can see on how they think their how Mr. Williams reads himself as a classroom should be CLASSROOM ORGANIZATION, text who intervenes against the tensions CLASSROOM MANAGEMENT, between Pam and Ms. Kai. He tries to managed. alleviate some of the conflict by giving AGE, AND STUDENT IDENTITIES Pam different tasks that make it possi- As I continued to work with Pam, she ble for her to learn in an environment systems of inequities (Knight, Bent- told me stories about how she away from Ms. Kai. Mr. Williams also ley, Norton, & Dixon, 2004; Wilson, challenged visiting educators who reads and writes himself as a teacher 2000). Although he responds to engaged in inequitable teaching prac- from a lower-classed background. Pam’s critical literacies by creating tices that made invisible the voices, During an interview he stated, culturally responsive pedagogies, opinions, and identities of young chil- his interventions are temporary dren by privileging adult age and I know what it is like to be hungry at solutions that only address the indi- educator status. What follows is an 8 o’clock in the morning and not have vidual differences between Ms. Kai example of one such account. breakfast. I am in the same bracket as and Pam. The pedagogical choices these kids. . . . I feel like I know what Mr. Williams makes are subversive, Nadjwa: Can you think of something the struggle is for these kids because I and they do not assist other poor else unfair that has happened went through it myself. in your class? and lower-classed children in By reading and writing himself as an changing the class inequities that Pam: Yea. When Ms. Kai came in and changed the classroom. agentic teacher from a lower-classed existed when Ms. Kai was present. background who experienced public Traditional readings of this incident Nadjwa: Why do you think that was school as a poor child, Mr. Williams might value the ways in which Mr. unfair? also enacts critical literacies that Williams was able to hear and help Pam: Cause I don’t like when she affirm Pam’s lower-classed identities. Pam. Some educators might read Mr. changed the classroom. He engages culturally responsive Williams solely as a man inscribed in Nadjwa: What did you like about the pedagogies around issues of class school structures that do not value other classroom? that allow Pam to sit in a chair as a poor and working-class children’s Pam: Which classroom? way to support her learning. In addi- identities. Further, as a new teacher, tion to reading himself as agentic, Mr. Williams would not be expected Nadjwa: What did you like about the Mr. Williams reads himself as immo- to manifest critical literacies because way your classroom was before? bilized due to his positionalities as a he is struggling to handle day-to-day Pam: I like it because each time it new teacher and a teacher of issues of teaching. Other educators had cool things in it. When she “behavior problems.” Read in this would understand that, as a new changed it, it was not like a light, he is unable to collaborate teacher, direct intervention by Mr. classroom . . . and I got really with and challenge other educators Williams might have caused political upset. to develop equitable culturally upheaval. Nadjwa: What made you so upset?

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Pam: Because I don’t like the kinds educators might focus on the good Nadjwa: Why do you think that was unfair? of things she put up. It looked that was done in reorganizing a Pam: You know that teacher who came just like a saster! classroom. Attention might be paid in to help us? She screams. Nadjwa: A what? to how much time it would take to Nadjwa: Yes, she did scream. And that reorganize, trying to think of other Pam: A sisaster. made you feel like what? classrooms to model this one after, Nadjwa: A disaster! following administrators’ orders of Pam: Embarrassed. Pam: Yea. what needs to be posted in Nadjwa: Embarrassed. So did you ever classrooms, and integrating the tell her not to scream at you? Nadjwa: What was the most disaster? 123 newest best practices regarding envi- Pam: Me and her speak about that. Pam: When the signs were all around. ronmental print. Moreover, many Allow Me to Speak She started putting those things educators do not conceptualize chil- Nadjwa: Uh-huh, and what did you tell up everywhere. I don’t like those dren as being able to reflect about her? things she started putting in the their learning processes and environ- Pam: She told me to be nice. classroom. ments. On the rare occasions that Nadjwa: Was it hard to tell her don’t In situating Pam’s words as critical educators move to this realm, there is scream at you or what? literacies, we see how she reads the a high probability that many might dismiss asking children because they Pam: It was hard. But I don’t want body, presence, and actions of Ms. no mean teacher who yells and Kai as inequitable texts because she would construct children as only screams. comes into the classroom and makes talking about what looks nice or Nadjwa: I know you don’t like when changes without ever consulting Mr. what would allow them to have the most freedom. Perspectives such as teachers yell and scream. Williams, Pam, or any other child. In Teachers shouldn’t yell and light of this reading, Pam intervenes these are sustained by teacher educa- scream at children. tion programs and staff development against teaching practices that she In situating Pam’s words as critical lit- practices that encourage technical reads as inequitable because they eracies, we can see how she reads the and surface level examinations of ignore the children’s perspectives on body, presence, and actions of Mrs. classroom management and do not how they think their classroom White as inequitable texts. Pam’s criti- encourage educators to read and should be managed. Unlike her pre- cal literacies enable her to read and vious direct intervention, Pam’s include young children as shapers of intervention with this incident is the classroom. indirect. In retelling this story, Pam Moreover, many intervenes by making the inequity PAM’S CRITICAL LITERACIES educators do not visible to me, knowing that I, in SURROUNDING YELLING AND turn, share my knowledge with Mr. conceptualize children Williams. Her critical literacies read STATUS INEQUITIES as being able to reflect and write herself and other children During our conversation, Pam also about their learning as texts capable of having opinions repeatedly identified yelling as an about classroom management. She inequitable classroom management processes and affirms the knowledges and abilities strategy that adult educators use to environments. of children to dialogue about how inflict violence upon her and other classrooms should be designed, children and maintain inequitable organized, and decorated. hierarchies. Pam shared an incident write herself as a person who suffers Reading the incident from a that occurred when she used her inequities as a result of classroom ped- traditional perspective might entail critical literacies to directly agogies that subject children to educators focusing on their roles as challenge an older mentor teacher, disrespect, yelling, and the erasure of adults who have the power and Mrs. White, who came in on a their identities by educators. Pam inter- knowledge to shape classrooms. weekly basis to model for Mr. venes by bending the rules and yelling Rather than seeing the inequities in Williams because he was a new back at teachers and ignoring what ignoring children’s voices and opin- teacher. Pam illustrates critical teachers ask of her. Despite the ions or the fact that children are as literacies that read teachers who difficulty Pam describes in confronting much owners and shapers of their yell at children as educators Mrs. White, her critical literacies also classroom as any teacher, most adult expressing inequitable pedagogies. intervene against these inequities by LA_Nov2005.qxd 9/21/05 8:15 AM Page 124

Culturally Responsive Pedagogy

The terms culturally responsive pedagogy, culturally istics, experiences, and perspectives of ethnically diverse responsive teaching, culturally relevant pedagogy, and cul- students as conduits for more effective teaching. She argues turally relevant teaching often are used interchangeably. that academic knowledge and skills situated within These terms share a belief that students from diverse back- students’ lived experiences and frames of reference are 124 grounds, like all children, need high academic expectations, more personally meaningful, have higher interest appeal, positive and caring relationships with teachers, and class- and are learned more easily and thoroughly. Allow Me to Speak rooms that respect, honor, and draw on their individual, Sonia Nieto (Teachers College Press, 1999) defines cultur- social, and cultural identities. ally responsive education in The Light in Their Eyes: Creat- Gloria Ladson-Billings (Jossey-Bass, 1994) uses the term ing Multicultural Learning Communities as an approach to “culturally relevant teaching” in The Dreamkeepers: education based on using students’ cultures as a source of Successful Teachers of African American Children to define their education. If approached critically and thoughtfully, pedagogy that empowers students intellectually, socially, culturally responsive education can improve education and emotionally, and politically by using cultural referents to offer insights into the lack of achievement by students impart knowledge, skills, and attitudes. These cultural refer- from culturally subordinated groups. Nieto cautions, how- ents are not merely vehicles for bridging or explaining the ever, that while culturally responsive education can address dominant culture; they are aspects of the curriculum in how cultural discontinuities between students’ homes and their own right. schools affect learning, it also can be based on a static Geneva Gay (Teachers College Press, 2000) defines “cultur- view of culture that may verge on stereotypical. ally responsive teaching” in Culturally Responsive Teaching: Theory, Research, & Practice as using the cultural character- —Karen Smith and Faryl Kander

writing herself as a text powerful miss her and her perspectives. By or not Mr. Williams was aware of these enough to challenge Mrs. White focusing on the perceived disrespect of practices. I also wanted to know what despite their differing statuses. Pam’s a child reprimanding them, yelling at he was(n’t) doing to challenge these critical literacies affirm her voice and them, or confronting them, many edu- inequities. In light of these concerns, I her status as a student. She reads and cators would miss the opportunity to created spaces for Mr. Williams to dia- writes herself as a person deserving of contemplate both on their pedagogies logue and reflect about this incident. equity and respect. and on how Pam experiences her Reading this incident from a more tra- classroom as a young child and a Nadjwa: Can you tell me about Pam and Mrs. White’s interactions? ditional lens might make it difficult for student. many educators to read Pam’s behav- When I read the previous incident Mr. Williams: She constantly iors as critical literacies that seek to from a critical literacies perspective, I complained about Pam and said maintain age and status identities. was further convinced that teacher that she had an attitude and misbehaved. She yelled at Pam Rather than listening to Pam, or chil- yelling is unfair, a violent erasure of often and said she acted too dren such as Pam, and developing children’s identities, and an inequitable grown. She would remove her more equitable culturally responsive pedagogy that privileges adults. I from activities, threaten to call pedagogies, most educators might believe that educators who yell at home, and report her to me. continue to marginalize Pam’s sugges- children maintain hierarchical Nadjwa: What do you do when this hap- tions and critical literacies on account relationships of power since power is pens? of her young biological age and her maintained within most schools so status as student. Many teachers that children can’t yell back at adults Mr. Williams: I tell Pam to stay away from her and I give Pam some- would not read Pam as a knowledge- or, if children do yell back at adults, thing else to do when this able person with a valid concern. they receive disciplinary actions teacher comes so she didn’t Instead of affirming the voice in (Oesterreich, 2003). Because of those have to participate in the which Pam critiques, they would dis- beliefs, I was eager to know whether whole-class activity.

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Nadjwa: Why didn’t you talk to Mrs. identify (in)equities around age in his create spaces that allow reflection time White? teaching practices. Consequently, I to assist in creating culturally responsive Mr. Williams: I was a new teacher created reflective spaces where he pedagogies. Whether this reflection and she was a mentor teacher. could ponder the inequities in yelling occurs individually or collectively, it I thought she had something and the plethora of ways in which must involve critique and questioning of to teach me. language, expectations, and current practices. Educators might ask: student–teacher interactions reflect Nadjwa: Do you see inequities in yelling? • How can I see which behaviors are assumptions of age (Oesterreich, 2003). Mr. Williams: Yes I do, because the critical literacies that affirm margin- same way I don’t want nobody alized identities and/or intervene 125 PARTING THOUGHTS yelling at me, like I’m sure they against inequitable practices?

don’t want nobody yelling at Allow Me to Speak In discussing Pam’s experiences, I • How often have I penalized a child them like a power thing. We have explicated how children, yell sometimes because they’re for enacting critical literacies that I little kids. You know if you despite their ages, engage critical lit- did not recognize? eracies to affirm their classed, aged, yell, they can’t yell as loud as Moreover, educators trying to identify you. And if you yell, you might and student identities and intervene frighten them; but that doesn’t against inequitable teaching pedago- class (in)equities in their teaching must make it right for you to yell at gies. The more that I interact with recognize how class values and assump- them. children such as Pam, the more I am tions pervade classroom language, convinced that age has been and still rules, and practices (Hicks, 2002; In reading this data through a critical is used to prevent early childhood Nieto, 2004). It is possible to begin to literacies perspective, one can see how and elementary students from address some of these inequities by Mr. Williams reads himself as a text talking about issues that impact their asking questions such as: who intervenes by creating culturally realities. The implications of these • What do I take for granted as a responsive pedagogies that support age and status inequities extend result of my classed experiences? Pam in affirming her aged identities beyond Pam and are germane to all • How do my pedagogies privilege chil- and in challenging a teacher. Once children. As I strengthen my own dren of higher classed statuses? again he reads himself as an agentic critical literacies, I name age as a being who is able to alleviate some of social construct and challenge linear • How am I willing to create more the conflict with Mrs. White by giving developmental constructs that are equitable pedagogies around classed Pam different tasks that make it possi- predicated on age. Like Kessler and identities? ble for her to learn in an environment Swadener (1992), I believe that by Similar reflective questions might be away from Mrs. White. However, Mr. constructing early childhood asked of educators trying to identify Williams also reads himself as a new classrooms as sites of (in)equity, age and status inequities in their teacher who is less powerful than children and adults can struggle for teaching. Although most educators more experienced teachers; therefore, equity. We can uphold children’s lit- know yelling is not considered good he is unable to collaborate with and eracies to affirm their identities, sus- teaching pedagogy, many have yelled challenge fellow educators to develop tain their voices, produce at some point in their career or have more equitable culturally responsive knowledges, and shape classrooms. ignored other teachers’ yelling. pedagogies. Viruru (2001) challenges us with Reflecting on Pam’s experiences helps When I read Mr. Williams as a text these questions: me to further understand how age is through a critical literacies compounded by race, class, gender, perspective, he once again signified Can early childhood education ever education, status, and sexuality. It is an example of the ways in which edu- become something else? Could that quite possible that children like Pam something else be a field that cators can simultaneously fight and cross the (in)visible line drawn with constantly questions the categories and maintain systems of inequities. Simi- stereotypes and social constructions assumptions of colonial/imperial forms lar to the incident with Ms. Kai, Mr. that dictate how children are of knowledge and that reinvents itself Williams’s interventions are supposed to interact with adults, how on the basis of the many subjugated students are supposed to respond to subversive and temporary solutions knowledges that the children in our that do not change structural classroom bring with them? (p. 138) teachers, how Latinas are supposed to inequities. But, throughout my collab- be obedient, and how females are oration with Mr. Williams, I also read One of the greatest implications of supposed to be passive (hooks, 1989; him as a text who was willing to Pam’s words is the need for teachers to Quiroz, 2001). Thus, we might ask: LA_Nov2005.qxd 9/21/05 8:15 AM Page 126

Examining Issues of Race and Power in Schools

A special themed issue on Race, Power, and the Ethnogra- The articles include a focus on: phy of Urban Schools was published in the March 2004 1. identity and schooling in the lives of Puerto Rican girls Anthropology and Education Quarterly. The articles focus 2. youth engaging in strategic racialization on “race” as one of the most socially dividing categories 3. the struggles and resistance of Latina/o youth 126 but also examine how race/ethnicity interacts with gender, language, and social class to produce particular 4. teacher expectations and responsibility for student Allow Me to Speak educational practices and outcomes. The inequities in learning related to race and class urban schools are carefully documented through ethnogra- 5. urban families and the power of Black and Latina/o phy along with the transformative possibilities in these counterstories schools. The volume is available from the American Anthro- 6. teaching about the concept of race pological Organization (www.aaaneet.org). 7. commentaries from a range of scholars in the ﬁeld about issues of race and power

—Kathy G. Short, University of Arizona

• What patterns exist in who is being The second implication entails build- occur between students–teachers, yelled at according to age, class, ing on these critical literacies by cre- students–students and students– race, ethnicity, gender, sexuality, ating opportunities for children to researchers. Nieto’s (2002) words pro- ability, and language? have support for these practices in vide insight on the power of such • What do these patterns say about their curriculum experiences. Together spaces, educators and children can explore the assumptions I make about . . . listening to students can help where, how, and when pedagogies aspects of identities and social teachers develop curriculum that is promote (in)equities. Teachers and markers? respectful and affirming of their expe- children need opportunities to discuss • How have I (not) considered issues riences. Rather than begin with the their realities, to examine strategies of of age and status within my own assumption that language minority contestation and transformation, and classroom as I attend to (in)equities? students have nothing to bring to their to understand the positive and nega- education, a more helpful approach is It is urgent that educators examine tive consequences that arise from to seek out their suggestions to build a how they increase the penalties for enactments of critical literacies. They curriculum that is grounded in those marginalized people who counter need suggestions about how to fight experiences. (p. 170) inequities by fighting for visibility these inequities in the contexts of and value. The implications of edu- standards and mandated curriculum Through collaborative conversations, cators reading Pam’s behaviors as in order to make sure that teaching educators can move students’ voices delinquencies rather than as critical and learning are occurring in ways into the center of theorizing about literacies contribute to low academic acceptable to all vested parties. and creating culturally responsive achievement for poor and working- Spaces, such as collaborative conver- curriculum. This type of pedagogy class children of color, high suspen- sations where the children and teach- needs to provide children with equi- sion rates, and the overpopulation ers meet as a group to discuss table collaborative structures that of ethnic minorities in special edu- classroom practices, create curriculum support their critical literacies with- cation classes (Agbenyega & and discuss, research, and write about out fear of consequences. Jiggetts, 1999; Mendez & Knoff, inequities, are viable curricular The silenced and marginalized peda- 2003). Understanding these factors options. Collaborative conversations gogical implications and dilemmas and the negative consequences that increase the possibilities of developing of critical literacies sparked by Pam many children like Pam face should and implementing culturally respon- are relevant to young, poor children challenge educators to become more sive pedagogies by foregrounding the in schools everywhere. Educators critical about our teaching practices. interactive learning processes that willing to reflect and deepen their

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Minority Agbenyega, S., & Jiggetts, I would like to thank Lisa Simon, Iris Taylor, I would like to thank Lisa Hui Soo Chae, Leslie Courtney Bentley, Michelle Knight, Heather Williams, Oesterreich, and the understandings about how children understandings classed and aged draw on their speak to read, write, and identities face (in)equities that they about the teachers and in their from their basis increase classrooms on a daily creating the possibilities of pedagogies. culturally responsive Note Author’s LA_Nov2005.qxd 9/21/05 8:15 AM Page 127 Page AM 8:15 9/21/05 LA_Nov2005.qxd