Hearing from classmates last night that they struggle with lesson plans in similar ways was encouraging in a weird way: I’m not the only one who spends 20-30 hours of work on a single lesson plan! (Yay?) But I’m still curious how some manage to get it done (well) in a fraction of that time, and I look forward to hearing from others about how they approached the Washington lesson. Regardless of my lesson-planning insecurities, however, I want to make sure you both know I trust you in this process, and I am ok struggling through the messiness. And, I really appreciate both of your willingness to be responsive to our needs.
I’ve been thinking about “classic” literature. I wonder about the value of reading WITH kids through this literature, intentionally, to help them notice the problems, so they can begin to discern for themselves. We have read to our girls every night of their lives, and still do. Many of the books we have read would not be appropriate in the classroom for the reasons we discussed in class — stereotypical portrayals, singular/white-centric perspective, bias, non-representative — not intentionally, but because they were “the classics.” Our parents gave them as gifts with great sentimentality of their own love for the book; Josh and I remembered what we read and loved as kids…and were often surprised by what we didn’t remember was in them. With the girls, we sometimes skipped or paraphrased offensive parts, other times we’d pause and discuss what the author had written and what the problem was. I’m sure most of that went right over their heads, but it made us feel better, and hopefully, some sunk in.
But, would they be better served by abandoning these books altogether in favor of more representative, honest, appropriate books? It makes me kind of sad to think about letting go of some…but it is easier if I think about WHO said they were classics in the first place, and if I have good stories with which to replace them (thank you for the book lists!). I am reading Piecing Me Together (Renee Watson) now with my almost 12-year-old. Jade, the teenage protagonist, describes the daily microaggressions she endures from all angles, as she attempts to understand her identity beyond the limited view of what most people see: a black girl from the ‘hood. This is a pretty direct look at how constant, pervasive and powerful the system of prejudice and racism is. Kaitlin is an empath. I see her squirm when Jade is disrespected, or patronized, or heckled, or dismissed. It is obviously making an impact. I don’t have to wonder if it’s sinking in.
I think this was your point in your FB post about scaffolding social justice themes with classic literature…makes even more sense to me now.
https://www.edutopia.org/article/social-justice-framing-classics?fbclid=IwAR2NoVRbjJaNUmJOGJXVg-SmyhmVP1rrJZ1FV8TOi3aKnvg9m2ByA8H9gjU
Lisa, thank you for your reflection and for trusting our lesson planning process through the messiness! We will continue to support all until everyone is comfortable!
Depending upon the age of a child, I wonder if using a book that is bias toward a group of people could itself be used as a teaching tool to discover author’s purpose or viewpoint. There is value in teaching students to uncover these things and then engage in dialogue. These would be hard discussions to have and may leave students with disappointment or more questions. However, it will promote thinking and an opportunity to wrestle with their own feelings of bias.