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"Morrell, Ernest"
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Tell Your Story
Learn how to increase students' skills as writers and storytellers with an innovative, inclusive, and empowering framework for teaching writing that centers student voice.
Tell Your Story: Teaching Students to Become World-Changing Thinkers and Writers explores how to help students see themselves as writers and storytellers who are developing the skills and techniques to communicate in ways that resonate with various audiences. When students make that shift and see themselves as active and valued participants in their own communities, cultures, and literary journeys, they become powerful writers eager to explore and share ideas.
With the strategies in this book, you can
* Create an environment of belonging that fosters creativity and confidence.
* Demonstrate the value of oral and visual storytelling.
* Teach story structure, both old and new and in a variety of genres.
* Offer a variety of role models and exemplars through mentor texts.
* Assess and confer with student writers to help them improve their skills.
* Value students' voices as future agents of change.
When you help students unlock the stories they want to tell, you'll see writing anxieties and resistance fade as students come alive to the multitude of ways in which they can make their voices heard. Storytelling can be a wellness practice, a tool for empowerment, and a method for self-understanding and self-expression. For all students, storytelling is a path to lifelong learning and to realizing the full power of their voice and their potential to change the world.
eBook
Educating Harlem : a century of schooling and resistance in a Black community
\"Since the beginning of the twentieth century, education has been a mechanism of opportunity and oppression for the African American community in Harlem. In Educating Harlem, a multi-disciplinary group of scholars document and analyze how Harlemites defined and pursued their educational ambitions in the face of political and economic challenges ranging from poverty and racism to government indifference. The contributors consider the individuals, organizations, and initiatives that fostered an educational vision for Harlem, from Harlem Renaissance figures who sought to reform the curriculum to efforts in the 1970s to develop and defend auxiliary aspects of schooling in the face of severe budget cuts. Examining a wide range of actors, the volume provides new ways of thinking about social movements and activism that includes both the efforts of large-scale organizations as well as smaller-scale efforts led by parents or para-professionals. Challenging the conventional \"rise-and-fall\" narratives found in many urban histories, the volume instead focuses on the on-going (if not always successful) efforts of Harlem residents to imagine and implement improvements for their schools\"-- Provided by publisher.
Book
YPAR and Critical Epistemologies: Rethinking Education Research
Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR)projects are collective investigatio that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquines and represe a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline thefoundations of YPAR and examine the distinct epistemobgical, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studie and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contnbutions to thefield and the tensions and possibilities YPAR across disciplines, and close by proposing a YPAR cntical-epistemological framewo that centers youth and their communities, abngside practitioners, schokrs, and researchers, a knowledge producers and change agents for socialjustice.
Journal Article
From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies
The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group's landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and comprehensive theory of pedagogy and production that acknowledges the changing tools and technologies at young people's disposal, conceptualizes young people as media producers, and applies these developments to today's complex classroom context. We aim to articulate a new critical theory of multiliteracies that encompasses 4 types of digital engagement: (a) critical digital consumption, (b) critical digital production, (c) critical distribution, and (d) critical digital invention. We make the argument that a new critical theory of multiliteracies needs to account for each of these types of digital engagement but that, ultimately, we must move beyond theorizing our youth as passive consumers or even critical users of digital technologies toward the project of facilitating youth communities of digital innovation.
Journal Article
21st-Century Literacies, Critical Media Pedagogies, and Language Arts
In the second decade of the 21st century, information has been globalized, digitized, and sped up to move at the speed of thought. Being literate in this new world means programming personal websites, sending e‐mails from mobile devices and spending hours communicating via virtual social networks. Our students are products of this world. However, for all their digital expertise, there is still a great deal that these youth have to learn about how to process the information they are inundated with via these new portals of information. Teachers today have a responsibility to help students acquire these 21st century literacies without abandoning a commitment to the traditional literacies that have defined education to date. This article argues that language arts educators must inject the discipline with these new tools and ways of communication as concepts such as reading, writing, listening, and speaking take on new dimensions in the media age.
Journal Article
New directions in teaching English
New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research attempts to create a comprehensive vision of critical and culturally relevant English teaching at the dawn of the 21st century.
eBook
The 2014 NCTE Presidential Address: Powerful English at NCTE Yesterday, Today, and Tomorrow: Toward the Next Movement
The author initially conceptualized The 2014 NTCE Presidential Address as dealing with powerful English at NCTE today and tomorrow moving forward, and something felt not right in portraying ourselves in that way. It is unconscionable to think of ourselves as at the beginning of a movement, or at the beginning of the first movement in the history of NCTE. NCTE has been about movement, and to say that it has not is to dishonor the legacy of those who have come before it and worked so hard on its behalf. So the author added a yesterday to today and tomorrow because he thinks that it doesn't often reflect on who it is and what it has become to think about where it needs to go. So it is not towards a movement, it is towards the next, or another, movement because that is who it is and what it does.
Journal Article
Confronting the Digital Divide: Debunking Brave New World Discourses
There is far more to the digital divide than meets the eye. In this article, the authors consolidate existing research on the digital divide to offer some tangible ways for educators to bridge the gap between the haves and have‐nots, or the cans and cannots. Drawing on Aldous Huxley's notion of a “brave new world,” some digital divide approaches and frameworks require debunking and are strongly associated with first‐world nations that fail to account for the differential access to technologies that people who live in poverty have. Taking a closer look at current realities, the authors send out a call to teachers, administrators, and researchers to think more seriously and consequentially about the effect the widespread adoption of technologies has had on younger generations and the role of the digital on knowledge creation and on imagined futures.
Journal Article
Critical Research and the Future of Literacy Education
This commentary argues for a specific conception of research, what the author and others call \"critical research.\" The author asserts that critical research can help educators to identify quality teaching in literacy classrooms even as it helps to refine (or even redefine) their notions of curricula, pedagogy, literacy, and achievement. Here, the author defines critical research, examines its role in literacy education, and presents examples and recommendations for the future of critical research.
Journal Article