In efforts to critically examine the work we’ve constructed with middle school students, Robyn and I called upon a group of undergraduate middle level preservice teachers of color to help give us more perspective and guidance as we continue to integrate necessary topics into our own classrooms. With plenty of pizza in hand, our undergraduates began exploring the conference table length of student work samples we provided for our conversation.
While many of our middle school student work samples ranged in a variety of social justice-minded topics - such as PTSD/mental health, racial stereotypes, police brutality, LGBTQIA+ issues, modern-day homelessness, and gang life - the conversation began with our preservice teachers by examining the student-selected imagery chosen to represent the issues.
As the group centered their discussions around the imagery of the student work, they continued to build off of each other as they provided rich feedback and plenty of food for thought. Below, you’ll see some of the major takeaways from that experience:
“As humans, we have an obligation to stand up for each other.” The group acknowledged the need for teachers to go beyond just seeing the faces in order to challenge the systems that create harm for others. Recognizing that no one will ever be 100% connected to the issue, using a lens that supports advocacy and support for everyone starts a conversation that sparks change in efforts to disrupt ongoing, harmful narratives.
“Understand the dangers of assumption and race privilege.” One male group member alluded to imagery and algorithms of internet searches and its connection to race. He concluded that today’s teachers need to make a point to address these images critically with students in order to avoid perpetuations and assumptions.
“Experiences Matter.” Many members of our group acknowledged the importance of listening to personal experiences. In connection, our preservice teachers continued by explaining that one has to be intentional in the work that’s created around these meaningful issues. If one isn’t intentional, then the work becomes diluted, disconnected, and problematic.
“Encourage open-mindedness...how we disagree is important.” One female student claps her hands together for emphasis and states, “don’t assume that everyone will agree with you!” The group then spoke about the realities of tensions, but it’s how one responds that matters the most. Be willing to listen purposefully, ask genuine questions, be ok with being corrected, and think about how these moments can make you think differently about the world.
After this conversation, the group’s responses continue to resonate with our thinking as we move forward with the important work that we do with middle school students. And, while we believe that it is essential to become/be/continue to be a disruptor in your own context, reaching out to others to strengthen your understanding of various perspectives become a vital step in moving toward change.
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